Library  of 
The  University  of  North  Carolina 


COLLECTION  OF 
NORTH  CAROLINIANA 


ENDOWED  BY 

JOHN  SPRUNT  HILL 

of  the  Class  of  1889 


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Table  of  Contents 


North  Carolina's  Part  in  the  War 2 

John  Wilber  Jenkins. 

The  New  Education  7 

(By  permission  from  Munsey's  Magazine.) 
Loots  A.  Springer. 

Farming  and  Technical  Subjects  Form  Vital  Part  in  English  Course. ...     12 
N.  I.  White. 

Everyday  Art  16 

M.  Lillian  Burke. 

Drawing  as  Taught  in  the  New  Bern  Schools 19 

Willie  Greene  Day. 

Why  I  Am  Again  in  School 25 

Edna  Campbell. 

The  Psalm  of  the  Country  Woman 27 

(By  -permission  from  Pictorial  Review.) 
Helen  Christine  Bennett. 

Latin  as  a  Vocational  Subject 28 

Daisy  Bailey  Waitt. 

Ways  of  Economizing  in  Cooking  30 

Vermelle  Worthington. 
Effie  Baugham. 

How  We  Became  Interested  in  Finding  Subjects  to  Write  About 33 

Committee  From  Second  Year  Academic  Class. 

James  Whitcomb  Riley  35 

Alavia  Cox. 

The  Trip  to  Raleigh 39 

Lizzie  Stewart. 

The  Legislature  as  a  Junior  Saw  It 41 

Willie  Jackson. 

Feed  the  Nation — The  President's  Appeal 

Editorials 43 

Editorial  Departments — 

Suggestions , 51 

Reviews 61 

Alumnae  67 

The  Class  of  1917 ' 73 

School  Activities 101 

School  Notes 109 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  North  Carolina  at  Chapel  Hill 


http://archive.org/details/judgestephensonsOOstep 


North  Carolinians  in  High  Places 

Claude  Kitchin  Walter  H.  Page  F.  M.  Simmons 

David  F.   Houston  Josephus  Daniels 

Lee  S.   Overman  Philander  P.  Claxton  J.  Y.   Webb 

John  H.  Small  William  H.  Osborne  S.  L.  Rogers 


tTOjje  draining  ikfjool  ©uarterlp 


Vol.  IV  APRIL,  MAY,  JUNE,  1917  No.  1 


What  America  is  Fighting  For 


(From  President  Wilson's  War  Message,  delivered  at  a  joint  session  of 
the  two  houses  of  Congress,  April  2,  1917) 


THE  right  is  more  precious  than  peace,  and 
we  shall  fight  for  the  things  which  we  have 
always  carried  nearest  our  hearts — for  de- 
mocracy, for  the  right  of  those  who  submit  to 
authority  to  have  a  voice  in  their  own  govern- 
ments, for  the  rights  and  liberties  of  small  na- 
tions, for  a  universal  dominion  of  right  by  such  a 
concert  of  free  peoples  as  shall  bring  peace  and 
safety  to  all  nations  and  make  the  world  itself  at 
last  free. 

To  such  a  task  we  can  dedicate  our  lives  and 
fortunes — everything  that  we  are  and  everything 
that  we  have — with  the  pride  of  those  who  know 
that  the  day  has  come  when  America  is  privi- 
leged to  spend  her  blood  and  her  might  for  the 
principles  that  gave  her  birth  and  happiness  and 
the  peace  which  she  has  treasured.  God  help- 
ing her,  she  can  do  no  other. 


North  Carolina's  Part  in  the  War 

John  Wilbee  Jenkins 

TN  this  momentous  time,  when  the  world  is  ringing  with  President 
Wilson's  call  to  battle  for  humanity,  it  must  be  a  source  of  pride 
to  North  Carolina  to  know  that  her  sons  are  among  the  foremost 
in  preparation  for  war. 

When  diplomatic  relations  with  Germany  were  broken  off  and  the 
whole  country  realized  that  armed  conflict  was  practically  inevitable, 
the  first  question  that  arose  in  every  mind  was,  "Is  the  Navy  ready?" 
And  it  was  a  relief  to  find  that  the  Navy  had  been  brought  up  to  a 
high  standard  of  efficiency,  that  it  was  stronger,  better  officered  and 
manned,  better  prepared  than  the  average  man  had  believed  or  dared 
hope  for.  In  spite  of  all  the  carping  critics,  it  is  incomparably  supe- 
rior in  both  ships  and  personnel  to  what  it  was  a  few  years  ago.  And 
this  is  due  in  no  small  degree  to  the  work  of  Josephus  Daniels.  No 
member  of  the  administration  has  been  more  bitterly  assailed — or  more 
unjustly.  And  the  very  policies  that  have  been  most  severely  denounced 
are  those  that  have  worked  out  most  successfully. 

Daniels  banished  liquor  from  the  Navy.  Europe  followed  suit  the 
moment  the  war  broke  out.  Clear  heads  and  steady  nerves  are  required 
at  the  guns  in  the  turrets,  as  well  as  in  the  officers  in  command.  And 
it  is  a  comfort  to  know  that  in  this  crisis  none  of  our  battleships  will 
be  endangered  from  whiskey-muddled  brains.  Daniels  opened  the 
Door  of  Opportunity  to  enlisted  men,  so  that  the  youngest  recruit  who 
enlists  today  has  the  chance  through  ability  and  effort  to  rise  to  the 
highest  rank.  That  has  aroused  the  ambition  of  the  jackies,  and  in- 
spired them  to  their  utmost  efforts.  He  turned  the  Navy  into  a  vast 
school,  and  today  our  "jackies"  are  probably  the  most  intelligent,  best 
educated,  best  informed  body  of  fighting  men  in  the  world.  Officers 
who  resented  the  removal  of  the  "dead-line"  and  declared  that  the 
abolition  would  make  thorough  discipline  impossible — it  has  not,  in 
fact — may  still  cherish  resentment  against  the  Secretary,  but  the  en- 
listed men  swear  by  him.  The  improvement  in  the  personnel  has  been 
remarkable.  It  has  been  shown  in  every  element  of  efficiency.  When 
the  call  came  ships  and  men  were  ready  for  instant  service,  and  we 
may  be  sure  they  will  give  a  good  account  of  themselves  on  the  firing 
line. 

The  tasks  that  have  confronted  the  Navy  Department  in  the  past 
three  months  have  been  colossal.  And  the  way  in  which  they  have 
been  and  are  being  solved  is  an  exhibition  of  the  way  in  which  Amer- 
icans can  rise  to  an  emergency. 


North  Carolina's  Part  in  the  War  3 

The  Naval  Advisory  Council  which  Daniels  created  has  proved  of 
incalculable  value.  By  the  way,  that  was  another  thing  in  which 
France,  England,  and  the  other  European  countries  quickly  followed 
America's  lead,  creating  councils  of  their  own  on  the  same  line.  With 
Thomas  A.  Edison  at  its  head,  it  has  marshaled  the  inventive  genius  of 
the  country  in  the  service  of  the  Government.  Daniels  had  a  great 
deal  to  do  with  the  establishment  of  the  National  Council  of  Defense, 
which  is  mobilizing  our  manufacturing  establishments,  railways,  ship- 
yards, and  steamers  into  a  vast  industrial  army  that  is  hardly  second 
in  importance  to  the  actual  fighting  forces  in  winning  the  war. 

Steps  have  been  taken  to  avoid  the  scandals  and  muddling  that  char- 
acterized our  preparations  at  the  beginning  of  the  War  with  Spain. 
The  Government  is  not  going  to  be  robbed  by  contractors  making  for- 
tunes out  of  its  necessities.  Big  things  are  being  done  quietly  and 
efficiently.  Many  millions  of  dollars  worth  of  steel  are  required  for 
ships,  armor,  and  guns.  The  heads  of  the  great  steel  manufacturing 
plants  were  called  to  Washington,  and  in  conference  with  the  Secretary 
of  the  Navy  and  the  Secretary  of  War  agreed  to  furnish  the  Govern- 
ment all  the  steel  it  requires  at  far  less  than  the  prevailing  market 
prices.  The  sum  of  $12,000,000  was  saved  on  the  first  contract.  Cop- 
per mine  owners  have  made  the  same  agreement.  Torpedo  manufac- 
turers were  promptly  brought  to  terms.  The  makers  of  munitions  have 
agreed  to  produce  all  the  ammunition,  shells,  and  guns  we  can  use  or 
that  we  may  wish  to  send  to  the  Allies,  and  at  rates  which  assure  only 
a  fair  profit. 

This  saving  of  millions,  this  mobilizing  of  industry,  has  been  accom- 
plished by  the  National  Council  of  Defense  so  quietly  and  effectively 
that  few  people  realize  what  great  things  have  been  done.  And  two 
North  Carolinians  are  members  of  that  council — Mr.  Daniels  and 
David  Franklin  Houston,  Secretary  of  Agriculture. 

Mr.  Houston's  task  as  head  of  the  Agricultural  Department  is  only 
second  to  that  of  the  heads  of  the  army  and  navy.  One  of  the  British 
commissioners  remarked  that  the  war  would  be  won  on  the  wheat  fields 
of  America.  For  the  first  and  greatest  aid  we  can  give  the  Allies,  as 
both  the  French  and  British  envoys  told  us,  is  food.  Houston  is  a 
native  of  Monroe,  Union  County,  and  as  college  professor,  President  of 
the  University  of  Texas,  and  Chancellor  of  Washington  University, 
St.  Louis,  he  became  an  authority  on  social  and  political  science.  He 
made  a  special  study  of  the  farmers'  problems,  and  when  he  became 
Secretary  of  Agriculture  sought  to  make  the  Government's  agencies 
more  useful  to  the  farmer.  He  has  revolutionized  the  Department, 
establishing  the  Bureau  of  Markets,  sending  county  agents  into  every 
corner  of  the  country,  organizing  corn  clubs,  canning  clubs,  instituting 


4  The  Training  School  Quarterly 

better  methods  of  farming,  cooking,  housekeeping,  making  country  life 
more  attractive  and  profitable. 

He  is  charged  with  the  handling  of  the  food  situation — increasing 
crops,  getting  grain  to  market,  the  vast  task  of  preventing  a  food  short- 
age in  America,  and  feeding  the  French  and  English  and  Belgians. 
He  has  become  suddenly  one  of  the  most  powerful  and  important  of 
American  officials.  And  he  is  planning  work  on  a  broad  scale  that 
will  result  in  changes  in  farming  methods,  operation,  labor,  and  mar- 
keting that  will  count  not  only  in  the  war,  but  for  generations  to  come. 

When  the  President  called  for  a  war  loan  of  seven  billion  dollars — 
the  largest  ever  made  by  any  nation  at  one  time  in  all  history — North 
Carolinians  had  charge  of  the  great  financial  measure  in  both  House 
and  Senate.  For  Representative  Claude  Kit  chin  is  Chairman  of  the 
Ways  and  Means  Committee  and  floor-leader  of  the  Democratic  ma- 
jority in  the  House,  and  Senator  F.  M.  Simmons  is  Chairman  of  the 
Senate  Committee  on  Finance.  Though  Mr.  Kitchin  voted  and  spoke 
against  the  declaration  of  war  against  Germany,  he  did  yeoman  service 
in  putting  through  the  bill  authorizing  the  huge  "Liberty  Loan,"  which 
Congress  passed  unanimously,  a  thing  almost  unprecedented. 

Senator  Lee  S.  Overman  is  Chairman  of  the  Senate  Committee  on 
Judiciary  and  Representative  E.  Yates  Webb,  of  Shelby,  ~N.  C,  is 
Chairman  of  the  Judiciary  Committee  of  the  House.  They  have  charge 
of  some  of  the  most  important  legislation  pertaining  to  the  war — the 
Espionage  Bill,  the  bill  enabling  the  Allies  to  enlist  their  citizens  who 
are  residents  of  the  United  States — all  the  legislation  relating  to  the 
legal  aspects  of  the  conflict,  the  detection  and  punishment  of  spies, 
censorship  and  control  of  telegraphs,  telephones,  cables,  the  wireless, 
and  the  various  means  of  communication. 

Representative  John  H.  Small,  of  Washington,  1ST.  C,  is  Chairman 
of  the  House  Rivers  and  Harbors  Committee,  which  controls  legisla- 
tion relating  to  waterways — a  vital  feature  of  the  National  defense. 

Colonel  William  H.  Osborn,  of  Greensboro,  is  Commissioner  of 
Internal  Revenue,  and  will  direct  the  collection  of  the  hundreds  of 
millions  in  war  taxes — a  vast  undertaking  that  covers  every  foot  of  the 
country  and  touches  every  one  of  its  citizens. 

And  North  Carolina  is  also  at  the  forefront  in  diplomacy.  No 
diplomat  in  the  trying  times  of  the  past  three  years1  has  made  a  more 
notable  record  than  Walter  H.  Page,  the  Ambassador  to  England.  He 
occupies  the  premier  position  in  our  diplomatic  service.  And  while 
firmly  maintaining  America's  right,  he  has  won  the  confidence  and 
esteem  of  the  British.  His  innate  modesty,  his  aversion  to  "fuss  and 
feathers,"  and  his  avoidance  of  spectacular  display  or  sensational  ut- 
terance have  resulted,  to  some  extent,  in  the  failure  of  Americans 
generally  to  recognize  the  signal  ability  he  has  shown — not  "displayed" 


North  Carolina's  Part  in  the  War  5 

— and  the  great  work  he  has  done  for  us  in  England  and  with  the  other 
European  nations.  But  when  the  history  of  diplomacy  in  the  colossal 
conflict  is  written,  the  name  of  Page  will  stand  high  on!  the  list  of 
diplomats  who  served  well  their  countries  and  the  world. 

Worth  Carolina  has  also  "done  her  bit"  for  the  Allies  on  the  firing 
lines.  Soon  after  the  beginning  of  the  war  a  number  of  her  sons 
volunteered  for  service  with  the  British  and  the  French — some  as  sur- 
geons, some  with  the  ambulance  corps,  and  others  in  the  ranks  of  those 
who  held  the  line  against  the  German  invaders. 

Few  more  interesting  stories  have  come  out  of  the  war  than  James 
R.  McConnell's  account  of  the  American  Escadrille  at  Verdun,  pub- 
lished under  the  title,  "Flying  for  France."  His  account  of  the  daily 
life  and  exploits  of  those  daring  soldiers  of  the  air  has  in  it  the  thrill 
of  that  mighty  conflict.  In  that  little  corps  of  less  than  a  dozen  were 
two  North  Carolinians — McConnell  and  Kiffin  Rockwell,  of  Asheville. 

Rockwell  had  volunteered  almost  at  the  outbreak  of  the  war,  had 
seen  service  in  a  score  of  battles,  and  had  been  wounded  at  Carency 
before  he  joined  the  aerial  service.  He  was  the  first  member  of  the 
escadrille  to  bring  down  an  enemy  plane  in  aerial  combat.  Flying 
alone  over  Thann,  he  came  upon  a  German  on  reconnaissance,  rushed 
after  him,  and  facing  the  gun  of  the  German  aviator  closed  in  until 
he  was  within  thirty  yards  of  him  before  he  began  firing.  The  fourth 
shot  struck  its  mark,  the  pilot  crumpled  up  in  his  seat  and  the  plane 
went  crashing  down  into  the  German  trenches.  Rockwell  was  abso- 
lutely fearless  and  rushed  to  the  attack  at  every  opportunity. 

This  brave  Carolinian  lost  his  life  on  September  23,  1916,  in  a  des- 
perate duel  in  the  air  over  the  French  lines  near  Verdun.  Plunging 
through  a  rain  of  bullets,  he  engaged  a  powerful  German  machine. 
He  was  struck  by  an  explosive  bullet  and  killed  instantly ;  his  aeroplane 
was  riddled  and  crashed  to  earth. 

"The  best  and  bravest  of  us  all  is  no  more,"  said  the  Captain,  in 
breaking  the  news  to  the  escadrille.  McConnell  pays  this  highest 
tribute  to  his  fellow  Carolinian,  who,  he  says,  was  the  soul  of  the  corps: 
"Kifiin  was  imbued  with  the  spirit  of  the  cause  for  which  he  fought,  and 
gave  his  heart  and  soul  to  the  performance  of  his  duty.  He  said :  'I 
pay  my  part  for  Lafayette  and  Rochambeau,'  and  he  gave  the  fullest 
measure.  The  old  flame  of  chivalry  burned  brightly  in  this  boy's  fine 
and  sensitive  being.  With  his  death  France  lost  one  of  her  most  valu- 
able pilots." 

Rockwell  had  been  given  the  Medaille  Military  and  the  Croxide 
Guerre,  on  the  ribbon  of  which  he  wore  four  palms,  representing  the 
four  citations  he  had  received  in  the  orders  of  the  army.  He  was  given 
such  a  funeral  as  only  generals  and  heroes  receive,  buried  near  the 


6  The  Training  School  Quarterly 

lines  where  he  fell — a  notable  figure  in  one  of  the  greatest  battles  that 
history  records. 

Only  a  few  weeks  ago  McConnell  himself  fell  a  victim  to  his  own 
daring,  being  brought  down  by  the  Germans,  his  machine  crashing  to 
earth  within  their  lines.  First  he  was  reported  "missing"  and  it  was 
hoped  he  might  somehow  have  escaped.  But  later  the  news  of  his 
death  in  action  was  posted  and  his  name  was  recorded  on  the  immortal 
roll  of  those  who  have  given  their  lives  for  France  and  Liberty. 

A  number  of  other  Carolinians  have  fought  and  are  fighting  in  the 
Allied  armies.  One  adventurous  youngster,  Carroll  D.  Weatherly,  a 
native  of  Raleigh  and  a  grandson  of  the  late  O.  J.  Carroll,  once  United 
States  Marshal,  enlisted  in  the  Canadian  contingent,  fought  in  the 
trenches  in  Belgium,  took  part  in  those  desperate  battles  of  1915,  and 
was  wounded  at  Ypres.  He  was  invalided  and  returned  to  America. 
When  we  declared  war  against  Germany  he  was  among  the  first  to 
volunteer,  and  has  been  assigned  to  the  Flying  Corps  as  pilot.  There 
are  many  more  like  him,  and  the  thousands  of  "Tar  Heels"  who  will 
be  enrolled  in  our  new  armies  just  being  created  may  be  depended  upon 
to  give  a  good  account  of  themselves.  They  will  be  worthy  of  their 
fathers  who  in  the  War  Between  the  States  were  "first  at  Bethel ;  far- 
thest to  the  front  at  Gettysburg  and  Chickamauga,  last  at  Appo- 
mattox." 


The  New  Education 

Louis  A.  Springee 

(By  permission  from  Munsey's  Magazine  for  March) 

CHE  great  war  has  forced  upon  America  a  general  stock-taking 
in  educational  matters.  We  see  in  the  belligerent  countries  a 
wonderful  national  devotion  born  and  nurtured  in  the  public 
schools.  We  see  their  governments  recognizing  not  only  the  debt  they 
owe  to  the  schools,  but  also  the  increased  responsibility  which  the 
future  imposes  upon  them.  They  realize  that  the  schools  must  begin 
wheie  the  armies  stop,  that  boys  and  girls  yet  unborn  must  be  trained 
and  disciplined  to  take  the  burdens  imposed  by  the  war,  and  to  save  the 
nation's  honor  in  peace  as  the  soldiers  have  defended  it  in  battle. 
Already  England  has  appointed  a  commission  to  review  the  whole  field 
of  national  education  with  a  view  to  the  requirements  of  the  recon- 
struction period. 

Perceiving  all  this,  Americans  are  asking  themselves  what  our  schools 
are  doing  to  instill  a  national  spirit  in  the  rising  generation,  and  how 
they  are  preparing  our  boys  and  girls  for  the  great  social  and  economic 
readjustments  that  must  come  in  the  period  following  the  war. 

Every  progressive  educator  has  but  one  answer — that  our  system  is 
outgrown  and  insufficient  for  the  vital  needs  of  the  times,  and  that  the 
solution  of  its  difficulties  is  one  of  the  most  urgent  of  national  problems. 

"Our  educational  system  is  frayed  out,"  to  use  the  pungent  words  of 
President  Nicholas  Murray  Butler,  of  Columbia  University. 

Long  before  the  war  crystallized  the  feeling  of  unrest  in  educational 
circles,  the  leaders  had  recognized  the  inadequacy  of  present  methods. 
Vast  sums  of  money  were  being  lavished  on  public  schools,  and  the 
country  had  a  right  to  expect  a  commensurate  return  in  the  form  of 
well  trained,  efficient  citizens.  Instead,  the  boys  and  girls  issuing  from 
the  public  schools  have  shown  themselves,  on  the  whole,  ill  prepared 
for  the  duties  of  life  and  too  often  lacking  in  national  spirit. 

A  PERIOD  OF  UNREST  AND  CHANGE 

Educators  have  faced  the  facts  honestly,  and  have  cast  about  for 
measures  that  would  remedy  the  most  glaring  defects  without  too  vio- 
lently attacking  the  position  that  the  public  school  system  has  always 
held  in  the  hearts  of  the  American  people.  The  result  of  their  efforts 
has  been  to  develop  in  the  schools  an  elaborate  and  overcrowded  course 
of  study,  which  has  served  to  increase  rather  than  to  assuage  the  gen- 
eral discontent.     It  seems  clear,  however,  that  this  condition  is  but  an 


8  The  Training  School  Quarterly 

evidence  of  transition.  The  prevalent  dissatisfaction  and  unrest  are, 
as  it  were,  the  growing  pains  by  which  our  educational  system  is  shak- 
ing off  the  outworn  methods  of  the  past  and  preparing  itself  to  meet 
the  demands  of  the  future. 

"The  growth  of  cities,  the  removal  of  people  from  the  land,  their 
crowding  together  in  smaller  houses,  the  specialization  of  labor — all 
these,"  said  Thomas  W.  Churchill,  former  president  of  the  New  York 
Board  of  Education,  "have  withdrawn  from  children  a  great  part  of 
the  developing  influences  which  were  the  rule  fifty  years  ago.  The 
equipment  of  the  old-fashioned  schools  was  meager  and  poor,  but  co- 
operating with  tbxm  were  forces  greater  than  they.  There  was  a  freer 
contact  then  than  now  with  nature  and  the  outdoor  life;  there  was  the 
old-fashioned  home,  and  there  were  the  old  forms  of  industry,  in  which 
children  learned  skill  of  hand,  correctness  of  eye,  and  economy  of 
management.  These  influences  are  so  essential  to  the  training  of  the 
kind  of  men  and  women  that  America  must  have  that  there  falls  to  the 
managers  of  the  public  schools  the  heavy  burden  of  supplying,  in  so 
far  as  possible,  what  the  change  of  living  conditions  has  taken  away 
from  the  children." 

SOME  DISCARDED  EDUCATIONAL   IDEALS 

"Knowledge  is  power,"  was  the  compelling  motto  of  early  education 
in  New  England,  the  cradle  of  our  school  system.  Knowledge  is  and 
always  will  be  power,  but  scholastic  ideals  confused  knowledge  and 
learning.  In  the  name  of  knowledge  the  schoolboy  was  plied  with  every 
date  of  history  and  with  every  fact  of  the  universe,  whether  it  had  or 
had  not  any  bearing  on  his  own  personal  problem  of  existence.  But 
in  the  course  of  time  it  became  evident  to  the  most  superficial  thinker 
that  a  youth  might  know  the  length  of  all  the  rivers  in  the  world,  and 
the  height  of  all  the  mountains,  and  yet  not  grow  into  one-quarter  of 
a  man-power  in  the  community  in  which  he  lived. 

Thoughtful  people  next  questioned  another  popular  ideal  of  the 
times — that  the  first  purpose  of  the  schools  was  to  turn  out  "a  scholar 
and  a  gentleman."  Such  a  theory  was  all  very  well  if  education  was 
to  be  for  the  few,  for  those  destined  for  moral  and  intellectual  leader- 
ship, but  it  took  no  account  of  the  rest  of  the  community.  This  article 
of  faith,  too,  was  cast  out,  and  thus  there  passed  into  educational  history 
two  of  its  most  sacred  traditional  tenets. 

There  followed  a  period  of  belief  in  pure  mental  discipline,  when  it 
was  held  that  by  the  exercise  of  some  faculty  of  the  mind  we  increased 
the  power  of  readiness  of  all  the  faculties.  We  studied  the  classics 
that  we  might  the  better  know  English;  learned  algebra  that  we  might 
form  habits  of  "mental  attention,  argumentative  sequence,  and  absolute 


The  New  Education  9 

accuracy,"  and  that  by  the  exercise  of  these  habits  we  might  analyze 
the  problems  of  living  and  arrive  at  a  true  result. 

But,  alas,  certain  practical  souls  pointed  out  that  probably  the  poorest 
English  ever  published  was  to  be  found  in  the  accredited  translations 
of  these  same  classics;  that  the  mental  discipline  of  algebra  did  not 
carry  over  into  life,  since  the  man  with  all  the  albegraic  formulas  at 
his  finger-tips  was  quite  as  likely  to  buy  a  fake  rubber  plantation  in 
Timbuctu  as  the  man  who  had  never  heard  of  a  coefficient. 

It  must  not  be  thought  that  the  old  gods  of  education  were  easily 
overthrown.  On  the  contrary,  they  offered  a  fight  that  is  not  yet 
ended.  But  out  of  the  turmoil  of  conflicting  opinions,  higher  than 
the  protests  of  the  reactionaries  could  always  be  heard  the  compelling 
plea  of  the  American  father  and  mother :  "Give  our  children  a  practical 
education,  thorough  and  effective.     Fit  them  for  life!" 

VOCATIONAL  TRAINING  NOT  A  PANACEA 

It  is  not  very  long  since  the  idea  of  vocational  training  was  seized 
upon  as  the  panacea  for  every  educational  ill.  The  lowest  schools  and 
the  highest  were  swept  by  it  as  by  a  wind.  Kindergarten  and  college 
alike  felt  its  breath.  Every  educator  who  opposed  its  excesses  was 
marked  down  as  unprogressive  by  his  radical  brethren. 

This  period  of  exaggeration  passed,  and  it  is  now  generally  admitted 
that  training  the  hands  alone  is  not  enough.  Recent  events  have 
shown  clearly  that  the  spirit  of  our  youth  must  be  trained,  and  must 
be  stimulated  by  a  broad  acquaintance  with  national  ideals,  national 
life,  and  national  activities. 

"Vocational  training  will  always  have  an  impregnable  position  in 
the  public  school  system,"  said  Dr.  William  McAndrew,  associate  city 
superintendent  of  the  New  York  schools ;  "but  since  our  aim  is  to  turn 
out  persons  of  ability  useful  to  society  as  well  as  to  themselves,  we 
must  not  stop  with  vocational  training  alone.  We  must  train — yes, 
create,  if  necessary — a  national  consciousness.  The  next  ten  years  will 
see  great  changes  in  our  ideals  and  in  our  schools,  the  details  of  which 
we  cannot  now  forecast,  any  more  than  we  can  forecast  in  detail  the 
outcome  of  any  of  the  great  intellectual  movements  of  the  present  criti- 
cal time.  Of  one  thing  only  we  may  be  sure — that  the  outcome  will  be 
a  movement  in  the  direction  of  closing  the  gap  between  what  the  world 
demands  and  what  the  schools  give." 

Not  even  the  most  radical  anticipate  that  the  actual  machinery  of 
the  existing  school  system  will  be  greatly  altered  by  the  development 
of  the  new  ideas.  Indeed,  little  change  in  actual  school  organization 
need  be  expected.  The  most  immediate  and  obvious  changes  will  come 
in  the  methods  and  in  the  substance  of  teaching. 


10  The  Training  School  Quarterly 

teaching  that  functions  in  service 

As  higher  education  reaches  its  greatest  usefulness  when  it  functions 
in  service  to  society,  so  must  elementary  education  prove  itself  by 
functioning  in  service  to  the  individual  child.  Spelling,  for  instance, 
must  function  in  correct  writing,  grammar  in  correct  speech.  No 
method  which  fails  to  attain  this  practical  result  will  be  tolerated. 
Theoretical  grammar  has  no  place  in  the  schools  of  the  future. 

History  is  valuable  in  life  only  as  it  deals  with  events  that  have 
survived  in  their  influence  on  the  institutions  of  civilizaton.  The 
schoolboy  of  the  next  generaton  will  be  spared  the  dreary  study  of  long 
campaigns  and  "famous  victories"  that  have  left  no  actual  impress  on  the 
life  he  must  live.  Dr.  Arthur  Benson,  president  of  Magdalene  College, 
Cambridge,  believes  that  the  histories  of  the  future  will  be  largely 
written  upon  economic  and  biographical  lines,  paying  special  attention 
to  the  growtb  of  political  institutions  and  to  the  "development  of  the 
ideas  that  lead  to  the  peaceful  combinations  and  corporate  grouping 
that  are  known  by  the  name  of  civilization." 

The  geography  of  the  future  will  give  a  real  picture  of  the  world  as 
it  is,  not  crushing  the  childish  imagination  with  a  mass  of  unrelated 
facts  and  tongue-twisting  names,  but  stimulating  it  by  a  vivid  presenta- 
tion of  the  commercial  and  esthetic  relations  of  the  whole  world  to 
the  learner's  personal  experiences. 

The  study,  or  rather  the  use,  of  the  reading  lesson  in  the  public  school 
has  already  undergone  a  marked  change.  Excerpts  from  classic  litera- 
ture have  not  yet  disappeared  from  the  school  readers,  nor  have  the 
moral  lessons  pointed  by  the  priggish  exploits  of  unnatural  children; 
but  these  are  rapidly  being  supplanted  by  reading  lessons  which  clarify 
and  explain  for  the  small  student  the  life  and  institutions  around  him. 

For  example,  New  Orleans  uses  in  its  schools  a  "Book  of  New 
Orleans,"  which  sets  forth  entertainingly  the  history  and  traditions 
of  the  city,  its  landmarks  and  institutions.  There  is  in  use  in  the 
public  schools  of  JSTew  York  a  reader  specially  adapted  to  the  city  child. 
It  does  not  teach  him  facts  that  meet  with  no  response  from  his  own 
experience,  but  tells  him,  instead,  the  stories  of  the  subway,  the  great 
bridges,  the  hospitals,  the  Fire  Department — all  the  things  that  he  sees 
about  him  every  day. 

Science  on  general  lines  will  assume  increased  importance  in  the 
schools  of  the  next  generation.  Many  educators,  notably  Dr.  Edward 
L.  Thorndike,  professor  of  educational  psychology  at  Teachers  College, 
Columbia  University,  believe  that  in  a  combination  of  vocational  and 
scientific  training  lies  the  future  of  modern  education. 

"The  schoolboy  of  the  future  will  know  more  about  the  care  of  a 
gasoline  engine  than  he  will  about  the  capes  and  bays  of  the  African 


The  New  Education  11 

coast,"  said  Dr.  Thorndike.  "The  schoolgirl  will  have  a  clearer  idea 
of  the  chemistry  of  the  family  milk-bottle  and  the  mechanism  of  a 
typewriter  than  she  will  about  cube  root  or  Greek  mythology." 

THE   PERSONAL   ELEMENT   IN    TEACHING 

Of  all  the  human  agencies  that  enter  into  the  education  of  youth, 
the  teacher  remains  the  most  important.  The  definition  of  a  university 
as  "Mark  Hopkins  at  one  end  of  a  log  and  a  student  at  the  other  end" 
is  still  significant.  The  parents,  the  friends,  the  public  speakers  and 
writers  of  the  day  all  have  their  influence,  but  the  power  of  the  master 
mind  remains  great. 

"The  present  so-called  vocational  education  is  proper  as  a  subordi- 
nate, but  not  as  a  dominant  principle  of  education.  It  might  do  for 
bees  or  ants,  but  not  for  men.  It  rests  upon  and  is  controlled  by  a 
false  idea,  which  underlies  the  whole  educational  system  of  the  United 
States  today,  and  which,  if  persisted  in,  will  make  us  far  inferior  to  a 
less  rich  and  prosperous  people  possessing  a  national  idea  and  purpose. 
Those  who  see  this  are  trying  to  rescue  our  educational  system,  not  by 
going  back  to  the  old  methods,  but  by  improving  the  new  while  pre- 
serving the  best  of  the  old,  and  bringing  it  all  to  an  end  none  the  less 
intellectual  for  being  adapted  to  the  needs  of  the  times. 

"What  great  purpose  will  our  new  education  serve  if  it  stops  with 
being  practical?  How  lasting  will  be  the  results  that  are  measured 
by  dollars  and  cents  alone?  Tiue  American  education  must  develop 
lofty  conceptions  of  citizenship  and  compel  high  national  purposes  and 
policies.     These  will  be  found  the  true  measure  of  its  success  or  failure." 


FOOD  AND  FEED  FIRST 


THE  importance  to  the  Nation  of  a  generously  adequate  food 
supply  for  the  coming  year  cannot  be  over-emphasized  in 
view  of  the  economic  problems  which  may  arise  as  a  result 
of  the  entrance  of  the  United  States  into  the  war.  Every  effort 
should  be  made  to  produce  more  crops  than  are  needed  for  our 
own  requirements.  Many  millions  of  people  across  the  seas,  as 
well  as  our  own  people,  must  rely  in  large  part  upon  the  pro- 
ducts of  our  fields  and  ranges.  This  situation  will  continue  to 
exist  even  though  hostilities  should  end  unexpectedly  soon,  since 
European  production  cannot  be  restored  immediately  to  its  nor- 
mal basis.  Recognition  of  the  fact  that  the  world  at  large,  as  well 
as  our  own  consumers,  must  rely  more  strongly  on  American 
farmers  this  year  than  ever  before  should  encourage  them  to 
strive  to  the  utmost  to  meet  these  urgent  needs. — Secretary  of 
Agriculture  David  F.  Houston. 


Farming  and  Technical  Subjects  Form  Vital  Part 
of  English  Course 

N.  I.  White 

(From  the  Montgomery  Advertiser) 

[Here  is  something  that  needs  to  be  considered  in  every  school  in  the  United 
States,  from  the  Universities  and  Seminaries  down  to  the  one-teacher  rural 
school.  In  your  day  and  our  day  in  the  school  our  English  classes  wrote 
compositions  on  every  topic  under  the  sun  except  those  that  really  concerned 
our  everyday  life.  We  wrote  on  "Which  Was  the  Greater  Man — Alexander 
or  Napoleon"?  "American  Poets,"  whoever  they  were;  'Emerson's  Essays"; 
"The  Great  Lakes";  "Spencer's  Poetry" — heaven  save  the  mark;  "The  Eliza- 
bethan Age";  "Westminster  Abbey";  "Women  in  Literature,"  etc.  And  all 
that  time  we  should  have  been  writing  on  "The  Relation  of  Business  to  Farm- 
ing"; "Cooperation  in  Buying  and  Selling";  "Nature's  Principle  of  Soil  Fer- 
tility"; "The  German  Rural  Credits  System";  "Nitrogen  and  Its  Relation  to 
All  Life";  "Municipal  Markets";  "The  Menace  of  Flies";  "How  to  Make 
Money  in  Summer,"  etc.  If  we  had  been  writing  about  and  studying  these 
topics  and  dozens  of  others,  useful  and  inspiring,  we  would  not  have  come 
out  of  school  so  blissfully  ignorant  of  the  world  around  us.  But  those  were 
dark  days  in  education,  and  the  darkness  still  clings  around  many  institutions 
"of  learning."  When  we  heard  that  Prof.  N.  I.  White,  of  Auburn,  had  begun 
to  mix  English  with  agriculture,  electricity,  surveying,  and  mechanics,  we 
wrote  and  asked  him  to  tell  our  readers  all  about  this  new  mental  foodstuff. 
Here  he  outlines  the  plan  of  work.  It  is  worth  reading,  not  with  the  idea 
of  imitating  it,  but  of  adapting  its  suggestions  to  primary  grades,  grammar 
grades,  and  high  schools.  This  is  the  sort  of  education — this  is  the  viewpoint 
— that  must  be  obtained  in  all  schools  if  they  are  to  turn  out  the  mentally 
alert  and  physically  capable  boys  and  girls  that  the  country  wants  and  this 
age  needs. — Editor  Montgomery  Advertiser.] 

The  course  here  described  is  one  that  is  being  given  by  the  English 
Department  of  the  Alabama  Polytechnic  Institute,  and  has  so  far 
yielded  fairly  satisfactory  results. 

It  has  been  designed  to  meet  the  special  needs  of  agricultural  and 
technical  students.  There  is  no  effort  on  the  part  of  the  English 
Department  to  persuade  the  technical  or  agricultural  students  to  take 
this  course  to  the  exclusion  of  purely  literary  courses ;  on  the  contrary, 
the  English  Department  feels  that  the  importance  of  purely  literary 
courses  is  perhaps  underestimated  by  the  average  agricultural  and 
technical  student,  but  it  also  realizes : 

1.  That  the  student  is  best  reached  through  that  which  interests  him 
most. 

2.  That  many  students  not  interested  in  literature  or  conventional 
composition  later  have  occasion  to  express  themselves  in  writing  on 
technical  subjects. 


Farming  and  Technical  Subjects  13 

3.  That  agricultural  and  technical  graduates,  according  to  their 
trade  papers  and  their  own  admission,  are  frequently  ill  at  ease  in 
writing  on  subjects  within  their  special  fields.  It  was  to  meet  this 
situation  that  the  course  here  described  was  designed. 

IN  TWO  SECTIONS 

The  course  is  composed  of  two  sections,  one  of  agricultural  students 
and  one  of  technical  students — mechanical,  surveying,  and  electrical. 
The  two  groups  meet  together  once  a  week  and  separately  once  a  week. 
The  agricultural  students  subscribe  to  an  agricultural  magazine,  the 
technical  students  to  a  technical  magazine.  No  text-book  is  used.  Each 
week,  in  addition  to  the  theme  written  out  of  class,  the  student  is 
required  to  stand  a  "quiz"  on  the  current  issue  of  the  magazine  or  to 
write  an  impromptu  theme  on  some  subject  treated  in  the  issue.  This, 
although  it  incidentally  augments  his  store  of  technical  knowledge, 
intends  primarily  to  make  him  familiar  with  the  accepted  method  of 
expressing  technical  knowledge. 

WHAT    STUDENTS    WRITE 

By  far  the  most  important  part  of  the  work  is  the  weekly  theme  re- 
quired of  each  student.  This  paper  is  from  1,000  to  1,500  words  (five 
to  eight  pages)  in  length.  It  must  be  some  subject  within  the  student's 
special  field  of  study.  The  student  is  encouraged  to  write  on  the  sub- 
ject in  which  he  is  most  interested  and  is  never  assigned  a  subject 
except  by  special  request.  With  each  theme  during  the  first  term  he 
must  submit  a  brief  outline  of  two  subjects  that  he  would  be  interested 
in  treating  later.  This  is  to  prevent  hurried  and  haphazard  choice 
of  subjects.  The  papers  are  returned  with  written  criticisms,  some- 
times with  directions  to  rewrite,  and  are  also  criticised  orally  in  class 
or  in  consultation. 

JOURNALISTIC  VIEWPOINTS 

In  both  the  writing  and  the  criticising  the  journalistic  point  of  view 
is  maintained  as  far  as  is  practicable.  The  student  writes  with  a 
definite  audience  in  mind — the  readers  of  a  technical  journal.  This 
acts  as  a  check  on  aimlessness  and  empty  generalization.  It  also  throws 
the  emphasis  of  the  criticism  to  the  two  main  points  of  (1)  interest 
of  idea,  and  (2)  clearness  of  expression.  If  occasionally  an  article 
seems  to  justify  such  action  the  student  is  advised  to  rewrite  and 
actually  submit  it  to  a  farm  or  technical  journal.  In  addition  to  the 
themes  written  during  this  course  the  student  is  given  some  training 
in  the  making  of  an  extended  report  on  a  problem  involving  the  inves- 
tigating and  organizing  of  a  number  of  factors. 


14  The  Training  School  Quarterly 


ISSUE    TWO    MAGAZINES 

During  the  second  term  the  work  takes  the  form  of  two  magazines, 
the  Junior  Technical  Weekly  and  the  Junior  Agricultural  Weekly. 
Each  student  acts  as  editor  in  turn.  The  editor  plans  the  issue,  assigns 
and  collects  the  articles  and  writes  the  editorials.  The  articles  are  very 
much  the  same  nature  as  those  written  during  the  first  term.  In  the 
writing  of  all  articles  during  the  first  two  terms  the  student,  except 
when  writing  purely  from  personal  experience,  is  expected  to  read  and 
refer  to  at  least  two  articles  bearing  on  the  subject  treated.  This 
tends  to  check  wild  and  irresponsible  statements.  Perhaps  the  nature 
of  the  magazine  will  be  best  seen  by  the  following  table  of  contents  of 
three  issues  of  the  Junior  Agricultural   Weekly. 

VOL.  1,  NO.  4 

Progressive  Issue 

The  Effect  of  Freeing  the  Negro.     O.  L.  Martin. 
Farm  Implements.     D.  L.  McMurry. 
Farm  House  Improvements.     O.  C.  Newell. 
Editorials.     B.  A.  Storey. 

The  Man  Who  Says  Can't. 

Winter  Months  on  the  Farm. 

The  City  Man  on  the  Farm. 

Boys'  Pig  and  Corn  Clubs. 

Take  An  Inventory  of  Stock. 

The  Farmer  and  His  Clothes. 
Reviews  of  Farm  Journals.     S.  W.  Hill. 

Comparison  Between  Progressive  and  Unprogressive  Methods.  C.  J.  Brock- 
way. 

Defects  of  the  Southern  Farm.  J.  H.  Reynolds. 

VOL.  1,  NO.  6 

Orchard  Special 

Suggestions  for  Growing  Home  Fruit.     S.  W.  Hill. 
Hints  to  Orchardists.    O.  C.  Newell. 
The  Legend  of  the  Coosa  (story).    B.  A.  Storey. 
Editorials.    J.  H.  Reynolds. 

What  the  Gasoline  Engines  Can  Do. 

The  Farmer's  Automobile. 

Checking  Pests. 
The  Home  Fruit  Garden.  C.  J.  Brockway. 
Review  of  Farm  Journals.    O.  L.  Martin. 

VOL.  1,  NO.  3 

Vetch  For  Soil  Improvement.    S.  W.  Hill. 
Potatoes  As  a  Truck  Crop.    O.  C.  Newell. 
The  Use  of  Corn  For  Ensilage.  B.  A.  Storey. 


Farming  and  Technical  Subjects  15 

Peas:     Their  Growth  and  Uses.    J.  H.  Reynolds. 
The  Effect  of  the  War  on  Agriculture.    O.  L.  Martin. 
Raising  Cotton  Under  Boll  Weevil  Conditions.     O.  C.  McMurry. 
Editorials.     C.  J.  Brockway. 

Progress  on  the  Stock  Farms  of  Alabama. 

Soy  Beans  the  Source  of  Numerous  Products. 

The  Extension  Service  of  the  Alabama  Polytechnic  Institute. 

THE  THIRD  TERM 

During  the  third  term  each  student  works  on  some  large  subject  of 
which  his  weekly  installments  are  but  chapters.  The  subject  is  de- 
cided by  the  professor  and  the  students  after  the  student  has  handed  in 
a  theme  discussing  an  interview  on  prospective  subjects  with  some 
member  of  the  technical  faculty.  The  division  of  the  subject  is  worked 
out  in  class  and  in  individual  consultations.  The  first  installment 
is  in  each  case  a  complete  bibliography  of  the  subject.  The  next  six 
weeks  are  given  to  six  installments  of  the  paper  and  a  week  or  two 
at  the  end  of  the  term  is  devoted  to  the  revision  of  the  whole.  At 
present  writing  the  course  has  just  reached  the  point  of  selecting  sub- 
jects. It  has  been  found  impracticable  to  assign  related  subjects  to  the 
section  composed  of  mechanical,  surveying,  and  electrical  students,  but 
the  agricultural  students  have  taken  subjects  all  of  which  bear  upon 
Alabama  conditions  and  are  somewhat  related  to  each  other.  Thus 
one  man  writes  on  "The  Cotton  Crop  in  Alabama,"  another  on  "Stock 
Farms  in  Alabama,"  and  another  on  "Leguminous  Crops  in  Alabama." 
The  writing  of  these  long  themes  will,  it  is  hoped,  give  to  the  student 
an  experience  in  research  work  and  organization  not  provided  in  the 
ordinary  advanced  composition  course. 


Everyday  Art 

M.  Lillian  Bubke 

nOT  such  a  great  many  years  ago  art  was  thought  of  as  being  con- 
fined to  galleries,  studios,  and  drawing  books — cut  off  from  the 
life  of  the  majority  of  humanity  and  encouraged  by  a  select  few 
who  had  an  evident  talent.  However,  times  have  changed,  and  whether 
we  will  it  or  no,  consciously  or  unconsciously,  art,  in  the  big  sense  of 
the  word,  enters  the  daily  life  of  every  one  of  us.  More  and  more  is 
the  importance  of  teaching  art  becoming  realized,  and  the  mass  of  the 
people,  principally  through  the  schools,  are  being  given  at  least  some 
of  the  fundamentals  of  an  art  education. 

For  what  is  Art?  When  we  decide  what  color  necktie  or  ribbon  to 
wear—  it  is  art.  When  we  arrange  a  flower  in  a  vase  it  is  art.  When 
we  place  furniture  in  our  homes  or  in  our  schoolrooms — it  is  art.  When 
we  put  work  on  a  blackboard  it  can  be  arranged  artistically,  or  not. 
When  we  demand  sheets  of  written  work  from  classes  the  papers  may 
be  well  arranged,  or  not,  and  the  whole  appearance  of  ourselves,  our 
work,  the  houses  and  schoolrooms  in  which  we  live,  reflect  to  a  great 
degree  our  appreciation  of  this  big,  potent  subject. 

It  isn't  necessary  to  be  able  to  draw  or  to  know  the  technique  of 
drawing  to  teach  art.  Most  every  teacher  knows  the  laws  of  composi- 
tion in  literature,  and,  to  a  certain  extent,  these  may  be  applied  to  this 
other  subject  in  exactly  the  same  way.  The  laws  of  selection,  arrange- 
ment, balance,  hold  good  for  the  pictures  which  hang  in  our  schools 
the  same  way  that  they  do  in  the  written  composition.  What  kind  of 
pictures  should  we  have?  I  should  say  one  or  two  prints  of  master- 
pieces selected  with  the  age  of  the  pupils  in  mind,  and,  if  possible, 
correlating  with  some  subject  studied.  Certain  artists  are  particularly 
suited  to  certain  grades — Rosa  Bonheur  and  Sir  Joshua  Eeynolds,  per- 
haps, for  the  younger  children,  Corot  and  Millet  for  the  older  ones. 

Small  pictures  should  be  hung  in  groups,  not  too  high  up,  and,  if 
possible,  the  wires  not  showing.  Either  the  upper  or  lower  edges  of 
the  pictures  should  be  even. 


Everyday  Abt 


17 


Large  ones  should  be  hung  with  two  wires,  and  also  not  too  high  up. 

1 


Anything  which  is  hung  should  be  hung  straight.  If  specimens  of 
work  are  put  on  exhibition,  let  them  be  pinned  or  tacked  at  least  in  the 
two  upper  corners.  If  there  are  a  number,  see  that  there  is  a  margin 
around  the  entire  group  and  let  the  spaces  between  the  papers  be 
uniform.     This  will  make  such  a  group  appear  as  a  unit. 


DQ 


Dt 


Q 


In  written  papers  which  the  pupils  pass  in,  let  the  margins  be  care- 
fully planned,  and  in  the  drawing  lesson  let  the  placing  of  the  name 
and  date  be  a  part  of  the  problem  to  make  a  well  arranged  page. 
Even  in  such  small  matters  as  these  good  design  is  being  taught. 

A  few  facts  must  necessarily  be  a  part  of  every  teacher's  equipment. 
She  should  know  the  primary  colors — red,  yellow,  blue — and  the  sec- 
ondary ones — orange,  green,  violet.  She  should  know  that  green  is 
the  complementary  color  to  red,  orange  to  blue,  and  yellow  to  violet. 
These  simple  beginnings  of  color  study  and  harmony  should  be  taught 
the  class;  also  what  are  grayed  colors.  Every  day  chances  arise 
where  this  knowledge  may  be  applied  and  the  teacher,  in  her  own  dress 
and  in  the  colors  she  has  in  the  schoolroom,  should  be  a  subconscious 
2 


18  The  Training  School  Quarterly 

agent  in  cultivating  good  taste  in  the  children.  So  often  the  teaching 
of  art  is  such  a  drudgery  to  a  teacher  that  she  gladly  lets  go  by  that 
part  of  the  school  curriculum,  not  realizing  what  a  lot  of  real  pleaure 
and  good  is  being  lost  both  to  herself  and  her  pupils.  It  is  such  a 
splendid  opportunity  to  bring  something  of  the  aesthetic  and  ideal  into 
the  lives  of  her  classes.  To  the  majority  of  them  this  will  be  their  only 
chance  of  having  opened  to  them  a  world  which  will  make  their  lives 
fuller  and  finer,  which  cannot  fail  to  have  its  influence  on  the  develop- 
ment of  character  and  which  will  bring  joy  and  a  new  interest  into  too 
often  prosaic  lives. 

A  new  note  has  been  sounded  in  the  educational  world  and  the  im- 
portance which  art  will  take  in  the  future  has  not  as  yet  been  measured. 
With  the  high  standards  of  modern  advertising,  with  the  demand  for 
superior  textiles  and  other  manufactured  articles  which  are  based  on 
artistic  design,  with  the  whole  country  awakening  to  a  keener  apprecia- 
tion of  its  importance,  art,  in  the  broad  educational  sense,  is  coming 
into  its  own,  and  from  being  a  subject  brought  out  from  a  corner  for 
an  occasional  lesson,  to  be  laid  aside  until  the  next  week  or  month,  it  is 
now  taking  a  vital  place  in  the  courses  of  study  of  all  progressive 
schools- -not  as  a  burden,  but  as  a  living,  interesting  subject,  closely 
associated  with  the  everyday  life  of  every  one  of  us. 


Drawing  as  Taught  in  the  New  Bern 
Public  School 

Willie  Greene  Day,  '13 

IN"  our  school  we  use  no  regular  set  of  drawing  books,  but  the  work 
has  been  based  largely  upon  the  Graphic  Drawing  Books.  I  like 
to  pass  these  around  often  for  the  observation  of  color  and  pencil 
work.  The  plan  of  work  to  be  covered  by  each  grade  is  definitely 
decided  upon  before  school  opens.  The  progress  in  the  work  is  then 
largely  regulated  by  what  we  intend  to  cover  in  each  subject  in  each 
room.  All  of  the  work  we  try  to  make  vitally  associated  with  the  lives 
of  the  children.  Just  as  far  as  is  possible  I  take  the  children  into  my 
confidence,  explaining  the  why  and  wherefore  of  measures.  We  discuss 
our  problem,  then  different  ones  give  their  opinion  of  how  to  proceed. 
Our  materials  are  comparatively  simple.  We  use  6x9  and  9  x  12 
manila  drawing  paper,  often  bogus  or  the  white  paper  of  the  same  size, 
and  sometimes  colored  paper,  especially  for  chalk  drawings.  The  me- 
diums are  pencil,  crayons,  pen,  and  chalk. 

Our  aim  has  been  to  help  the  children  to  see  and  appreciate  beauty 
of  line,  form,  and  color,  and  to  give  expression  to  what  they  see  through 
study  and  practice  in  the  execution.  With  this  in  mind,  I  have  grouped 
the  work  into  the  following  classes,  the  basis  of  the  object  part  being 
the  sphere,  the  cube,  and  the  cylinder. 

1.  Object  drawing  and  perspective,  which  includes  drawing  from 
nature,  life,  and  groups  of  still-life  objects. 

2.  Design  as  taught  by  borders,  surface,  patterns,  book  covers,  desk 
sets,  decoration  of  construction  work. 

3.  Figure  and  landscape  composition  and  pose  work. 

4.  Picture  study  for  appreciation  and  enjoyment. 

5.  Construction  work,  paper  tearing  and  cutting. 

6.  Theory  of  color  or  color  work. 

7.  Observing,  enjoying,  and  beautifying  our  surroundings  in  school 
and  at  home. 

1.  Ohject  Drawing.  Each  season  is  a  source  and  offers  possibilities 
and  suggestions  for  work  in  each  grade.  In  the  fall,  for  instance,  we 
find  grasses,  fall  flowers,  leaves,  fruits,  fall  scenes,  and  Thanksgiving 
work.  In  the  primary  grade  we  do  much  of  this  work  in  mass,  using 
crayon.  In  the  grammar  and  intermediate  grades  we  pay  some  atten- 
tion to  details  and  still  use  colored  crayons  the  color  of  the  object,  or  we 
use  pencil.  All  such  drawings  of  flowers,  fruits,  sprigs,  and  objects 
must  be  true  in  their  line  of  growth  and  form  in  preference  to  being 
made  beautiful  at  a  sacrifice  of  the  expression  of  right  lines.     Such 


20  The  Training  School  Quarterly 

work  as  this  must  aim  to  teach  the  direct  ways  of  handling  different 
mediums  and  the  possibilities  of  these  mediums  when  the  pupil  becomes 
thoroughly  familiar  with  them  through  usage.  To  aid  such  famil- 
iarity with  our  crayons,  pencil,  pen,  or  chalk,  to  illustrate  differ- 
ent treatments  of  the  same  objects,  to  apply  principles  we  have 
studied,  we  often  take  very  ordinary,  everyday  objects  for  models  and 
study  them  so  as  to  promote  all  of  this.  In  one  room  we  took  a  vase 
that  stood  on  the  teacher's  desk.  We  drew  it  with  three  different 
mediums,  (1)  pencil,  (2)  chalk,  (3)  crayon;  six  different  ways,  (1) 
outline,  (2)  light  and  shade,  (3)  black  crayon,  (4)  natural  coloring, 
(5)  shaded  with  pencil,  (6)  chalk  at  the  board,  and  in  two  positions. 
In  another  room  we  studied  a  fruit  basket  in  much  the  same  way. 
After  we  had  finished  in  both  cases  we  booked  the  work  together  and 
placed  a  conventional  design  of  the  object  done  on  brown  paper  for  the 
back.  In  such  treatment  great  care  must  be  exercised  by  the  teacher 
to  prevent  the  fascination  of  color  from  overbalancing  the  more  im- 
portant idea  of  form.  No  amount  of  rich  color  can  correct  defective 
lines. 

Along  with  object  drawing  comes  the  tremendous  subject  of  perspec- 
tive. We  start  this  work  in  the  primary  grade  by  teaching  the  placing 
of  trees  in  simple  scenes,  apples  on  a  page,  etc.,  and  by  the  third  year 
we  begin  observing  the  tops  of  cups,  baskets,  etc.  In  the  fourth  year 
we  study  and  dwell  at  length  on  the  effect  of  distance  upon  objects. 
We  teach  recognition  of  the  type  forms,  and  the  use  of  these  forms  in 
very  simple  pictures.  In  the  fifth  grade  we  teach  the  principle  govern- 
ing a  foreshortened  circle,  illustrating  it  with  a  circle  cut  from  card- 
board with  a  hatpin  through  the  middle,  so  as  to  move  the  circle  up  and 
down  in  different  positions.  This  leads  into  the  study  of  the  cylinder 
in  this  same  grade.  In  the  sixth  grade  we  study  the  cube.  In  the 
seventh  we  review  the  study  of  the  cube  and  take  it  in  more  complex 
drawings.  In  each  grade,  as  we  introduce  a  new  subject,  we  lay  great 
stress  upon  the  teaching  of  it  and  try  to  direct  most  of  the  work  in  this 
subject  toward  this  end.  I  try  never  to  force  a  principle  I  wish  to 
present.  We  take  the  object  we  are  to  study,  try  to  find  examples  of 
the  type  in  other  objects,  talk  about  it,  examine  it  thoroughly,  then 
begin  a  study  holding  it  in  different  positions.  Every  conclusion  we 
draw,  every  statement  we  make  concerning  it  is  tested,  and  either  proved 
or  rejected.  There  are  many  different  devices  which  we  use  for  testing; 
some  examples  of  these  are  putting  toothpicks  to  the  back  corners  of 
a.  cube,  tying  strings  to  the  edges  of  the  cube,  and  showing  how  the 
lines  seem  to  converge.  The  using  of  these  very  simple  devices  proves 
fascinating  and  helps  the  children  to  see  and  understand  in  a  more 
comprehensive  manner  the  principles. 


Drawing  as  Taught  in  New  Bern  21 

2.  Design.  Our  work  in  design  this  year  has  been  planned  each 
time  to  meet  a  definite  need,  such  as  decorating  a  basket,  a  Christmas 
box,  a  desk  set,  condec  shades,  tiling  for  our  miniature  house,  furnish- 
ing patterns  for  linoleum  design,  for  stained  glass  window  or  wall 
paper.  The  designing  of  these  patterns  has  come  after  the  study  of 
flower  motiffs,  symbols  of  the  season,  rhythm  borders,  animal  and 
still  life,  or  simple  geometric  forms.  In  each  case  we  have  studied  the 
composition  and  color  harmony  along  with  this  when  the  case  permitted. 
We  have  worked  upon  lettering  to  decorate  booklet  backs,  to  make 
school  posters,  for  copying  of  poems,  verses  for  cards,  etc.  Beginning 
with  the  single  word  in  the  first  grade  we  work  forward  till  by  the  third 
grade  we  begin  to  study  spacing  in  its  simplest  sense.  In  the  fourth 
and  fifth  grades  we  use  spaced  paper  and  continue  the  practice  of 
simple  forms  of  letters,  gradually  working  to  improve  the  shape  of 
these.  In  the  sixth  grade  we  begin  learning  how  to  do  a  great  deal 
of  the  spacing  with  the  eye.  I  have  introduced  Japanese  letters  and 
Old  English  forms  and  found  the  children  like  them,  consequently,  do 
quite  good  work  in  using  them.  In  the  seventh  grade  we  try  to  work 
for  accuracy  in  line,  space,  and  form,  and  to  acquire  freedom  and 
rapidity  with  the  work.  I  find  a  definite  aim,  such  as  making  a  class 
poster  or  copying  a  poem  for  a  booklet,  presents  all  of  the  problems 
necessary,  holds  the  attention,  and  creates  interest  much  better  than 
when  we  letter  aimlessly  just  to  learn  how. 

3.  Figure  and  Landscape  Composition.  In  the  figure  and  silhouette 
work  I  begin  with  action  figures  and  figures  and  forms  in  mass,  illus- 
trating the  play  of  the  children.  Familiar  with  these  we  go  to  the 
pose  work.  About  the  third  and  fourth  grades  we  draw  figures,  ani- 
mals, and  birds  in  mass,  in  outline,  and  later  finish  with  shading,  either 
of  color  or  pencil.  This  continues  through  the  entire  course,  either  in 
simplicity  or  complexity,  to  suit  the  grade.  Along  with  this  comes  the 
rendering  of  Mother  Goose  figures  and  cut  work,  illustrating  plays 
and  games.  In  all  of  this  work  we  study  to  get  the  pose  best  suited  to 
the  grade  and  one  that  at  the  same  time  reveals  most  completely  the 
character  of  the  subject. 

4.  Landscape.  The  beginning  of  landscape  work  with  us  is  the  enjoy- 
ing of  beautiful  pictures  and  scenes.  Then  follows  the  production. 
In  the  first  grade  our  work  is  but  the  combining  of  simple  washes  to 
make  land  and  sky.  The  addition  of  a  tree,  a  hill,  or  mountain  helps 
us  to  vary  these  scenes.  We  use  the  primary  colors  in  different  com- 
binations with  this  work  throughout  the  first  three  grades.  Later  we 
add  clouds  to  the  sky,  put  in  an  avenue  of  trees,  take  a  scene  with  a 
river,  expressing  it  all  in  one  color,  using  differing  values  or  using 
a  color  with  its  complementary  color.  By  the  end  of  the  fourth  year 
we  begin  doing  landscape  work  with  pencil.     At   no  time  should  we 


22  The  Training  School  Quarterly 

lose  sight  of  the  fact  that  the  pencil  is  after  all  one  of  the  most  widely 
used  and  one  of  the  most  effective  mediums.  There  is  no  better  place 
than  in  this  work  to  teach  its  handling.  It  is  possible  here  to  introduce 
the  different  strokes  of  the  pencil  and  to  teach  its  different  values; 
therefore,  we  do  much  of  our  landscape  work  in  pencil,  especially  in 
grades  6  and  7.  The  finder  is  introduced.  We  try  finding  small 
pictures  in  larger  ones  and  fitting  a  picture  to  different  spaces  or  study- 
ing how  the  picture  is  spaced  and  then  drawn  to  fit  these  spaces.  We 
then  do  different  spacing  of  our  paper  and  draw  a  landscape  with  parts 
to  fit  in  these  spaces  and  make  a  picture. 

5.  Picture  study  is  closely  connected  with  landscape,  but  more  in- 
clusive. Pictures  on  the  wall,  those  found  in  our  monthly  journals 
and  school  books  have  served  to  give  us  much  pleasure  and  to  increase 
our  apprecition  of  the  best  of  art  expression.  We  try  finding  the 
centers  of  interest  and  discovering  how  the  artist  has  manifested  this. 
We  discover  small  pictures  in  larger  ones.  We  enjoy  collecting  pic- 
tures of  a  beautiful  type  and  also  pointing  out  those  found  in 
Nature.  One  of  those  we  have  studied  from  Nature  has  been  our 
down  river  view.  We  visited  it  off  class,  carrying  the  points  in  mind 
we  were  to  look  for.  When  we  next  came  to  class  we  discussed  what 
we  had  seen,  tried  sketching  it  on  the  board,  then  at  our  seats.  In  a 
later  class  we  finished  it  in  color  and  in  pencil.  The  results  were 
surprising  in  the  manifestation  of  how  eager  the  children  were  to  do 
the  work,  how  they  talked  of  the  beauty  of  the  scene,  and1  of  other 
similar  views,  and  we  were  pleased  with  what  good  ideas  they  had  of 
expressing  what  they  saw. 

6.  Color  work.  Our  first  work  and  chief  aim  in  color  in  the  primary 
grades  is  to  teach  the  primary  colors.  We  do  most  of  the  work  in  this 
subject  so  as  to  bring  out  this  one  aim.  In  the  fourth  grade  we  teach 
the  tints,  shades,  and  normal  color,  and  do  objects  and  scenes  to  illus- 
trate this.  Sometimes  we  divide  our  picture  into  three  parts,  doing 
one  part  in  light,  the  other  in  medium,  and  the  last  in  dark.  For  a 
second  picture  we  will  do  the  first  part  in  dark,  the  second  in  medium, 
the  third  in  light  and  so  on  till  we  exhaust  our  color  shifts.  By  the 
time  we  have  finished  the  child  has  learned  to  draw  the  subject  well, 
has  not  tired  of  it,  but,  because  of  the  change  each  time,  has  enjoyed 
doing  it  over  and  over,  and  has  learned  the  color  chart,  incidentally. 
In  the  fifth  grade  we  teach  complementary  colors.  We  try  doing 
objects  in  either  of  the  primary  colors  with  the  complementary  colors 
in  combination.  Just  as  we  tried  in  the  fourth  using  the  shades,  tints, 
and  normal  color  in  different  places,  we  try  each  primary  color  and  its 
complementary  colors,  then  change  these  about  in  the  treatment  of  the 
same  object,  scene  or  subject.  We  try  doing  trees,  fruits,  buildings,  etc., 
in  flat  tones  for  decorative  work,  making  no  pretense  whatever  at 
realistic  work.     Oftentimes  we  better  illustrate  this  by  using  a  color 


Drawing  as  Taught  in  New  Been  23 

for  drawing  entirely  different  from  that  of  the  color  object  we  are 
drawing.  Then  the  children  readily  see  what  we  are  trying  to  impress. 
Complementary  color  scenes  offer  a  great  range.  We  take  the  work 
of  this  sort  through  the  seventh  year.  In  each  grade  we  make  our 
own  color  charts.  If  they  are  only  simple  strips  of  color  mounted  they 
serve  the  purpose  and  act  as  a  guide  for  the  child. 

7.  Construction  work,  paper  tearing  and  cutting.  Our  construction 
work  has  been  closely  associated  with  the  design  in  that  in  most  cases 
it  has  been  decorated  by  that  work.  In  season,  we  have  made  cornu- 
copias, constructed  Pilgrim  villages,  Esquimo  houses,  Indian  villages, 
made  Thanksgiving  books,  Christmas  booklets,  Easter  baskets,  George 
Washing-ton  hats,  and  much  miscellaneous  work  in  the  grades  done  to 
fit  in  with  work  they  were  studying  in  other  subjects.  In  all  of  our 
primary  grades  we  have  based  most  of  our  work  on  constructing  such 
things  as  doll  furniture,  on  the  IG-inch  fold.  This  was  to  teach  the 
use  of  the  ruler.  In  the  grades  in  which  they  were  taking  up  either- 
half  or  quarter  of  an  inch  we  would  suit  our  work  to  aid  in  the  use 
of  that  particular  measure.  In  the  grades  in  which  the  study  of  the 
cylinder  and  cube  were  taken  we  tried  basing  some  of  the  construction 
work  on  those  objects;  for  example,  lamp  shades,  based  on  the  cube, 
flower  holders  on  the  cylinder.  Toys  of  the  children  in  the  lower 
grades  were  made.  In  the  higher  ones  we  made  desk  sets,  telephone 
pads,  folders,  and  book  cases  for  the  drawings,  etc.  We  have  torn 
trees,  cut  letters  and  torn  animals  from  block  forms  made  up  of  differ- 
ent units  we  wished  to  teach  in  particular  grades.  And  so  as  the  work 
goes  forward  paper  construction  progresses  with  it  to  fill  a  certain 
need  of  training  the  hands,  muscles  of  the  fingers  and  arms,  the  eye  and 
brain  all  to  work  together,  and  to  aid  in  holding  the  interest  and  arous- 
ing some  children  naturally  a  little  slower  than  the  others.  Just  in 
this  connection,  in  the  primary  grades  we  have  devised  a  plan  which  we 
hope  will  in  time  be  worked  through  the  school.  In  those  grades  known 
to  the  teacher  as  being  slow  we  have  tried  clay  modeling,  raffia  work, 
a  great  deal  of  weaving,  sewing,  and  other  hand  work.  The  children 
take  a  delight  in  illustrating  with  clay  such  stories  as  "Three  Bears," 
"Fox  and  Pigs,"  "Fox  and  Grapes,"  etc.  In  the  first  named  we  used 
three  different  colors  of  clay — the  bears,  chairs,  beds,  and  bowls  one 
color  (brown)  ;  Curly  Locks  a  lighter  color  with  curly  hair  of  brown, 
a  nice  green  dress  and  brown  sash.  In  connection  with  the  raffia  work 
one  room  made  a  whole  suit  of  furniture  for  the  living  room  of  their 
doll  house. 

8.  Observing,  enjoying,  and  beautifying  our  surroundings.  I  try  to 
remember  if  we  are  to  expect  the  children  to  produce  beautiful  things 
we  must  help  them  to  see  and  enjoy  beautiful  things.  I  try  brighten- 
ing the  rooms;  it  seems  to  work  wonders  just  to  tear  down  old  pictures, 
put  up  a  new  one,  a  flag  or  some  work  of  the  children.     If  a  certain 


24  The  Training  School  Quarterly 

room  happens  to  be  particularly  interested  in  any  one  thing  I  use  that 
as  a  lesson  for  enjoyment.  In  one  room,  for  instance,  they  have  a 
hobby  of  birds.  We  spent  several  lessons  enjoying,  studying,  and 
drawing  a  bird  house.  I  did  not  count  any  of  the  time  wasted,  for 
every  time  we  call  attention  to  any  object,  point  out  its  beauty  and 
speak  of  how  its  appearance  may  be  improved.  We  have  taught  an 
appreciation  for  drawing.  Did  you  ever  try  straightening  or  rehang- 
ing  the  pictures  on  the  wall?  Do  you  put  up  pretty  borders  in  har- 
mony with  the  season,  or  do  those  fall  borders  still  hang  on  through 
the  spring?  Arrange  your  desk  neatly,  place  the  chairs  in  a  pleasing 
manner,  see  that  the  shades  aren't  all  faded,  worn  and  about  to  fall 
down.  If  you  can,  be  sure  and  observe  beautiful  garden  plots,  pretty 
streets,  pretty  buildings,  unusual  rooms  and  remark  on  their  beauty,  for 
by  so  doing  you  are  teaching  drawing  and  cultivating  a  sense  of  the 
beautiful,  a  conscious  love  of  nature  and  a  healthy,  happy  mind  in 
every  child  under  your  care. 

Through  all  of  our  work  I  try  to  remember  we  have  a  definite 
plan,  there  is  a  certain  amount  prescribed  and  a  course  to  follow. 
Each  year's  work  is  but  a  step  in  completing  the  whole  plan.  As 
I  reach  a  subject  I  do  not  necessarily  try  to  stick  to  it  regardless 
of  all  other  work.  I  try  not  to  forget  it  must  be  completed  within  the 
length  of  time  given,  but  if  opportunity  presents  itself  and  the  time 
seems  best  I  stop  to  enjoy  holidays,  seasons,  birthdays,  and  whatever 
else  here  offers  that  we  cannot  enjoy  later.  Often  we  take  a  sprig, 
plant,  or  flower  when  it  is  in  the  stage  we  wish  it.  Even  if  it  interrupts 
a  study  of  something  else  we  take  it  then  as  that  may  perish  and  the 
other  can  be  gone  back  to  later.  After  we  have  completed  a  study  of 
some  object  I  frequently  leave  it  without  further  comment  to  come  back 
to  later  for  a  memory  drawing.  We  do  this  with  no  object  for  reference 
in  view.  It  is  good  training  and  a  splendid  way  to  help  the  child 
make  the  drawing  his  own.  Results  are  not  expected  to  be  as  great  as 
when  it  is  done  from  the  object,  so  I  am  not  disappointed  if  it  takes 
several  attempts  to  get  the  best  work.  A  great  deal  of  blackboard  work 
gives  good  training,  too.  One-half  of  the  class  may  draw  at  the  board 
while  the  others  draw  at  their  seats.  In  this  way  no  time  is  wasted  and 
a  valuable  end  is  attained.  The  teacher  in  charge  of  the  room  will 
find  it  restful  and  quieting  to  allow  the  children  to  go  to  the  room  to 
draw  an  object,  say  for  the  specified  length  of  time,  3  or  5  minutes 
between  classes.  At  the  end  of  that  time  have  the  class  seated  and 
proceed  again  with  the  regular  work. 

To  accomplish  the  best  in  drawing  everyday  practice  is  needed.  If 
you  can  have  only  two  regular  lessons  a  week  practice  on  those  lessons 
in  odd  periods,  or  maybe  for  only  five  or  ten  minutes.  The  results 
will  far  exceed  those  when  only  two  lessons  a  week  are  given. 


Why  I  am  Again  in  School 

Ednia  Campbell,  '12 

*W^  ■  HY  am  I  in  school  again?  I  presume  I  am  a  normal  person, 
111  particularly  in  my  ability  to  study  and  in  my  ambitions. 
^P^^^  Yet  this  question  is  often  asked  me,  and  I  suppose  in  a 
changed  form  confronts  many  students,  particularly  student-teachers. 
By  student-teachers  I  mean  working  teachers  holding  the  genetic  view- 
point. To  this  type  teacher  comes  the  question :  Shall  I  strive  and 
make  further  sacrifices  to  go  on  in  my  chosen  profession? — will  going 
to  college  be  really  worth  while? — will  I  be  repaid  for  the  effort  it  will 
cost  ?  Having  asked  myself  these  questions  many  times,  hesitated, 
risked  the  outcome  of  going  to  college  and  found  it  so  satisfying,  I 
advise  any  earnest  student  to  do  the  same. 

Like  the  average  American  girl  and  boy  I  received  my  elementary 
education  and  entered  high  school  with  the  ambition  to  make  good 
grades,  finish,  and  then  enter  college  or  some  vocational  school.  I 
entered  into  all  forms  of  student  activities  with  enthusiasm,  even  those 
of  pinning  tags  on  the  professor's  backs,  but  I  took  everything  as  an 
event  of  that  day,  week,  or  month  alone.  Why  I  was  studying  certain 
subjects,  what  ultimate  good  they  were  going  to  be  to  me  beyond  their 
possible  informational  value,  rarely,  and  never  for  serious  considera- 
tion, received  a  moment's  thought.  I  took  them  because  they  were  in 
the  curriculum  and  necessary  to  "get  through."  Deep  underlying 
principles  and  methods  seen  and  used  by  the  teacher  were  as  unknown 
to  me  as  Sanskrit — yet,  I  was  going  to  teach.  Always,  as  a  child, 
teaching  had  been  the  goal  toward  which  I  must  work.  It  was  such 
an  early  idea  with  me  that  I  am  unable  to  say  whether  it  was  of  my 
own  choosing,  or  was  stamped  upon  me  by  my  mother's  earnest  desire 
that  I  should  teach.  Anyway,  after  finishing  high  school,  teaching 
was  my  next  goal,  just  what  or  how  or  where  I  did  not  so  much  care — 
only  it  must  not  be  in  a  rural  school,  or  must  not  be  grammar  or  Latin. 

I  spent  two  years  training.  In  that  time  teaching  with  its  large 
possibilities,  its  deep  underlying  principles  of  habit  formation,  its 
agency  in  character  building,  its  heavy  responsibilities,  dawned  upon 
me  and  I  earnestly  tried  to  assimilate,  to  have  for  my  very  own  a  work- 
ing knowledge  of  the  essential  facts  of  psychology,  pedagogy,  methods, 
school  management,  and  necessary  content. 

Upon  graduation  I  entered  my  work  with  zest.  I  was  eager  to  see 
just  what  I  could  do.  My  first  two  years  were  in  a  one-teacher  rural 
school ;  I  taught  grammar  and  I  enjoyed  it  all  so  much  that  I  hope  to 
return  to  rural  work  again.     My  next  two  years  were  in  a  city  school. 


26  The  Training  School  Quarterly 

After  the  four  years  active  service  I  felt  these  were  some  of  my  problems 
of  that  and  all  time:  Am  I  presenting  this  lesson  so  James  gets  it? 
Jack  does,  but  I  am  not  sure  of  James.  Is  it  my  fault — isn't  there 
some  way  I  can  help  him  to  get  it  for  himself?  Aren't  these  children 
merely  absorbing  facts  for  "school  reports"  and  not  for  life  use?  How 
can  I  help  them  to  change?  Are  these  children  seeing  life  in  nature 
and  people  and  taking  their  daily  part  as  well  as  preparing  for  greater 
responsibilities?  Can  I  by  conscientious  effort  aid  them  in  doing  this? 
Can  the  community  be  brought  together  to  work  upon  problems  of 
saner,  more  wholesome  living — what  agency  can  I  be  in  this?  These 
and  dozens  of  other  similar  problems  came.  Some  I  have  been  able  to 
solve  partially ;  some  I  have  not.  Always,  I  felt  the  need  of  experience 
and  greater  knowledge  of  the  underlying  principles  of  causes  and 
results.  It  is  true  I  read  teachers'  magazines,  now  and  then  a  pro- 
fessional book,  and  attended  summer-schools,  but  for  serious  study  and 
research  in  answer  to  my  problems,  beyond  what  experience  was  giving 
me,  I  found,  due  to  the  demands  of  necessary  work  and  society,  that  I 
had  very  little  time  or  energy. 

Then,  too,  I  awakened  to  the  fact  that  I  was  fast  settling  into  a  rut. 
I  needed  fresh  content  matter,  methods  and  contact  with  people  of 
different  viewpoint,  or  else  I  would  quickly  become  the  teacher  satisfied 
with  having  her  grade  measure  up  to  the  required  standards  of  the 
school  in  which  she  is  working,  losing  sight  of  the  big  aims  of  education 
in  a  mass  of  details.  For  my  own  sake  and  for  that  of  those  people 
I  come  in  contact  with,  and  the  children  I  am  to  teach,  this  could  not 
be.  Then  came  the  question,  How  can  I  best  find  a  solution  to  all 
my  problems  ?  The  answer  came,  By  mingling  with  people  who  are 
consciously  facing  your  same  or  similar  problems,  and  being  under 
the  direction  of  people  with  ablity  to  guide  and  give.  College,  of 
course,  presented  these  conditions,  either  Columbia,  Chicago  University, 
or  Peabody.  Selecting  Peabody  and  still  a  little  dubious  as  to  what  a 
college  year  would  give  I  came  back  to  work  as  a  student.  And  now 
that  I  am  at  the  place  to  summarize  just  what  the  year  has  meant  to 
me,  I  find  it  hard  to  do  because  so  much  of  it  has  been  of  an  inspira- 
tional, intangible  nature.  Among  the  larger  things  gained  has  been  a 
firmer  grasp  of  the  principles  that  dawned  upon  me  as  a  normal  school 
student ;  a  clearer  insight  into  causes  and  effects ;  a  loving  appreciation 
and  respect  for  experimental  work,  and  such  work  as  John  Dewey  and 
the  McMurrys  are  doing;  a  real  appreciation  of  the  significance  of  the 
big  educational  movements ;  personal  contact  with  C.  A.  McMurry  and 
other  members  of  the  faculty ;  a  fresh  enthusiasm  for  my  work ;  the 
joyousness  of  being  a  student  among  students,  attending  student  gath- 
erings, playing  basketball,  swimming,  and  making  friends  with  people 
from  all  parts  of  the  globe. 


Why  I  am  Again  in  School  27 

I  hope  I  have  made  myself  clear  as  to  why  I  am  in  school  "again," 
and  just  a  few  of  the  things  it  is  meaning.  From  no  viewpoint  is  it 
possible  for  the  year  not  to  repay  its  outlay  in  time,  energy,  and  money 
unless  the  student  refuses  to  enter  into  it.  Personally,  I  am  returning 
"again"  as  soon  as  possible  and  would  advise  any  teacher  remaining 
in  our  profession  to  do  the  same. 


The  Psalm  of  the  Country  Woman 

Helen  Christine  Bennett 
(From  Pictorial  Review,  by  permission) 

I  am  a  country  woman. 

When  the  sun  shines  my  pulses  beat  with  gladness. 

At  night,  when  I  have  ceased  my  labors,  I  look  upon  the  stars.     When 

I  see  the  myriads  shining  above  me — each,  perchance,  a  world  as  my 

own — I  know  that  life  is  not  futile  nor  finite. 
I  cannot  count  the  stars,  there  are  so  many.     How  then  can  I  hope  to 

grasp  infinity? 
The  sting  of  Death  has  touched  me,  but  altho  it  has  robbed  me  of  a 

Presence,  yet  may  I  rejoice. 
For  every   Spring  I  see   again  the  miracle  of   resurrection.     I  have 

planted  the  tiny  seed  and  have  guarded  its  growth  until  I  have  the 

tiny  seed  within  my  hands  again.     So  I  comprehend  dimly  a  cycle 

that  has  neither  beginning  nor  end. 
By  day  I  work  with  my  hands  and  under  them  I  see  transformed  the 

sustenance  of  life. 
It  is  good  to  see  butter  come  gold  in  the  churn. 
There  are  those  who  come  from  the  places  where  many  dwell,  from  the 

cities  where  these  things  are  not.     Such  say  to  me: 
"Is  not  life  here  monotonous?"     I  smile  within  my  secret  self  to  hear 

them. 
For  they  know  not  of  the  drama  that  is  held  in  producing  the  means  of 

life,  the  never-ceasing  battle  waged  with  Nature,  nor  of  the  joy  of 

victory. 
The  wild  carrot  grows  by  my  doorsteps.     I  have  seen  it  countless  times, 

yet  ever  is  it  a  thing  of  exceeding  beauty. 
And  it  is  but  one  of  uncounted  beauties  about  me. 
The  air  is  sweet. 
The  arms  of  my  mate  are  strong. 
My  children,  brown  under  the  sun-kiss,  discover  each  day  new  wonders 

in  the  fields  and  woods. 
I  have  pity  for  the  blindness  of  those  who  thus  speak  to  me. 
For  I  have  known  the  fullness  of  life  and  my  eyes  can  see. 


Latin  as  a  Vocational  Subject 

Daisy  Bailey  Waitt 

FOR  the  average  high  school  student  Latin  should  be  a  vocational 
subject.  Is  it  as  our  high  school  courses  are  now  offered?  The 
number  of  students  who  study  the  subject  two  or  three  years  and 
forget  it  in  less  time  is  far  greater  than  the  number  who  study  it  for 
four  years  and  are  fortunate  enough  to  go  to  college.  Even  with  the 
latter  class  is  the  work  offered  always  as  practical  in  character  as  our 
dependence  on  the  Latin  language  for  our  everyday  speech  would  jus- 
tify? I  shall  not  attempt  to  go  into  the  subject  except  as  it  relates  to 
the  first  two  or  three  years. 

In  a  recent  article  in  the  Classical  Weekly  Prof.  H.  C.  Nutting,  of 
the  University  of  California,  says:  "The  demand  of  the  hour  is  for 
concentration  upon  the  problems  of  first  and  second-year  Latin,  and 
with  two  aims  in  mind,  (1)  so  to  enrich  the  first  two  years  that  the 
student  will  desire  of  his  own  volition  to  continue  the  work  beyond  that 
point,  and  (2)  to  make  the  work  of  the  first  two  years  preeminently 
worth  while  even  for  those  who  can  pursue  the  subject  no  further." 

Under  the  second  head  Latin  as  a  vocational  subject  naturally  finds 
a.  place.  The  number  of  high  school  students  who  do  not  go  to  college, 
but  enter  some  trade  or  industry  is  greatly  in  excess  of  the  students 
who  go  to  college.  In  various  types  of  work  of  this  kind  it  is  an 
acknowledged  fact  that  ignorance  of  English,  that  is,  a  lack  of  knowl- 
edge of  the  meaning  and  use  of  words  derived  from  Latin,  is  the  greatest 
obstacle  to  promotion.  Too  often  the  work  the  schools  offer  make  their 
courses  to  fit  the  college  entrance  requirements  and  their  content  is 
influenced  by  these  requirements  rather  than  by  any  immediate  or 
practical  benefit  to  be  derived  from  the  subject  itself,  and  there  are 
very  decided  values  of  a  practical  and  vocational  character  that  should 
come  to  the  student  in  the  pursuit  of  Latin  even  though  he  never  learns 
to  read  fluently  and  drops  the  subject  just  when  it  should  be  becoming 
most  interesting. 

From  the  beginning  Latin  should  not  be  to  the  student  a  dead  lan- 
guage, but  rather  his  parent  tongue,  and  I  speak  advisedly  since  Eng- 
lish is  far  more  Latin  than  Anglo-Saxon  and  not  a  few  words  familiar 
to  the  student  such  as  junior,  senior,  orator,  census,  have  not  even 
changed  their  form,  while  many  others  have  but  slightly  changed 
theirs.  The  increase  in  the  students'  observation  of  the  use  of  words 
along  with  his  knowledge  of  words  and  feeling  for  their  proper  use 
should  be  one  of  the  first  practical  tests  of  his  Latin.  A  test  of  this 
sort  will  demonstrate  the  value  of  his  Latin,  whatever  trade,  occupation, 


Latin  as  a  Vocational  Subject  29 

or  profession  a  student  may  afterwards  enter,  to  say  nothing  of  the 
cultural  and  disciplinary  values,  for  they  have  not  been  proved  alto- 
gether nil,  and  the  hasis  Latin  forms  for  grammatical  study  of  English 
and  other  modern  languages  as  well. 

Experiments  in  vocational  Latin  to  date  have  been  eminently  suc- 
cessful, but  they  have  been  confined  primarily  to  special  schools  and 
commercial  courses,  notably  the  experiments  made  by  Albert  S.  Perkins 
in  connection  with  the  commercial  courses  in  the  Rochester  High 
School.  It  remains  for  a  practical  high  school  course  to  be  worked 
out  which  shall  give  to  the  student  the  ability  to  apply  his  Latin  as  he 
gets  it  to  make  his  English  help  his  Latin  and  his  Latin  help  his 
English,  to  seek  and  find  the  Latin  element  in  all  around  him. 

To  bring  the  application  closer  home  for  the  primary  or  elementary 
teacher  such  training  is  invaluable.  If  to  quote  from  a  recent  article 
on  commercial  Latin,  "a  broad,  flexible,  discriminating  vocabulary  is  a 
prime  business  asset,"  certainly  a  training  which  enlarges  the  vocabulary 
and  impresses  on  the  mind  a  discriminating  use  of  words  is  absolutely 
indispensable  for  the  girl  who  is  going  to  engage  in  any  form  of  teach- 
ing. It  is  with  this  idea  in  view  that  a  two-years  course  in  practical 
Latin  is  being  offered  in  the  Academic  Department  of  the  Training 
School,  and  it  is  the  honest  conviction  of  experience  that  such  a  course 
will  not  only  be  of  far  more  practical  value  to  the  student  who  can 
pursue  it  no  further,  but  that  it  will  arouse  more  interest  and  secure 
a  greater  desire  for  a  further  study  of  the  subject  than  the  usual  college 
entrance  requirements  generally  studied.  This  course  does  not  take  from 
the  usual  college  entrance  requirements  any  of  the  bone  and  sinew  which 
make  them  worth  while,  but  rather  differs  in  content,  which  is  in  the 
main  equivalent,  and  will,  perhaps,  make  possible  even  greater  require- 
ments because  of  greater  interest,  and  form  the  basis  for  more  varied 
reading. 


Ways  of  Economizing  in  Cooking 

Substituting  in  Recipes 

ON  account  of  the  high  price  of  foodstuffs  this  year  we  have  been 
emphasizing  in  our  cooking  class  how  we  can  best  reduce  the 
cost  of  our  cooking. 
We  have  taken  up  the  cooking  of:  first,  breads;  second,  cakes;  and 
third,  meats  and  vegetables. 

In  cooking  our  breads  we  found  we  could  reduce  the  cost  considerably 
by  using  the  cheaper  fats,  such  as  cottolenc,  which  is  now  23  cents  per 
pound,  2  cents  cheaper  per  pound  than  lard.  In  keeping  accounts  of 
prices  we  have  noted  carefully  the  increasing  cost  of  ingredients.  Take, 
for  instance: 

EGG  BREAD 

Cost  in  November.     Cost  now. 

1  c  meal $.009  $.015 

1%  tsp  baking  powder 004  .004 

y>2  tsp.  salt —  — 

2  lb.  melted  fat  (lard)    005  .007 

1  egg 03  .025 

1  c  milk 025  .037 

Total  $.073  $.088 

Notice  the  substitutions  we  made  that  cheapen  the  cost. 

Cottolene  can  be  used  and  very  good  bread  can  be  made  with  less  fat 
than  is  called  for  in  the  recipe. 

Second.  Instead  of  using  sweet  milk  and  baking  powders  we  used 
sour  milk,  which  costs  one-half  as  much  as  sweet  milk,  and  one-half 
teaspoonful  of  soda.  This  made  the  bread  as  good,  and  also  cut  the 
price  down.  Two  tablespoonfuls  of  flour  can  be  used  instead  of  the 
egg,  but  the  bread  would  not  have  been  as  rich  in  protein  value. 

The  next  thing  we  attempted  to  cheapen  was  the  cooking  of  cakes. 
"We  could  reduce  the  cost  here  by  using  fewer  eggs  and  a  smaller  amount 
of  fat.  We  could  also  reduce  it  by  using  sour  milk  and  soda  instead 
of  sweet  milk  and  baking  powders.  One  teaspoon  of  baking  powders 
can  also  be  used  instead  of  one  egg. 

The  cooking  of  meats  was  the  most  important  part  of  our  work.  We 
had  to  be  very  careful  of  the  cost.  The  lessons  were  carefully  planned 
so  nothing  would  be  wasted ;  for  instance,  we  stewed  the  meat  for  one 
lesson,  and  in  the  next  lesson  made  croquets  for  which  we  used  the 
stewed  meat.  We  bought  the  cheaper  cuts  of  meat;  by  that  I  do  not 
mean  the  cheapest  per  pound  at  the  market,  but  the  cuts  that  would  be 


Ways  of  Economizing  in  Cooking  31 

the  cheaper  after  the  bones  and  gristle  were  taken  out.  Such  cuts  as 
brisket,  ribs,  and  neck  seem  very  cheap  when  we  think  only  of  the 
price  per  pound,  but  after  about  one-third,  which  is  bone  and  gristle, 
are  taken  out,  the  cost  mounts  up  to  about  the  cost  of  round  steak. 

All  the  meat  that  was  left,  including  the  uncooked,  was  used  for 
some  other  dish.  The  cooked  meats  were  used  for  croquets,  hash  on 
toast,  in  pie,  or  baked,  or  for  salads.  The  uncooked  meats  were  used  for 
flavoring  as  in  soup  and  scalloped  meats.  In  fixing  the  egg  for  the 
croquets  one-fourth  cup  of  water  can  be  mixed  with  one  egg. 

This  reduced  our  expenses  in  two  ways:  first,  by  using  the  left-over 
meats  which  would  have  been  thrown  away ;  second,  by  using  the  bread 
crumbs,  left  over  cereals,  and  potatoes.  We  made  these  left-overs  into 
very  appetizing  dishes.  Vermelle  Worthington,  '17. 

Other  Means  of  Economizing 

In  this  day  of  high  prices  and  scarcity  of  food  the  women  can  be 
more  economical  by  substituting  cheaper  foods  for  the  more  expensive 
ones,  and  by  knowing  how  to  save  and  preserve  the  things  that  they 
have  on  hand. 

Instead  of  letting  the  surplus  fruits  and  vegetables  spoil,  can  vege- 
tables such  as  corn,  beans,  peas,  tomatoes,  beets,  and  squash,  for  winter 
use.  Can,  preserve,  and  dry  all  apples,  peaches,  and  other  fruits  that 
you  have  or  can  buy  cheap. 

N"ow,  while  butter  is  easy  to  get,  buy  a  supply  and  pack  it  away  in 
salt  in  earthern  jars  for  future  use.     It  will  keep  any  length  of  time. 

Eggs  may  be  kept  by  being  packed  away  in  salt,  or  in  a  solution  of 
water  glass,  which  is  prepared  by  using  one  part  water  glass  to  ten 
parts  water. 

The  use  of  corn  meal  in  the  place  of  so  much  wheat  flour  would 
reduce  the  cost  of  food  for  the  family.  Very  good  bread  may  be  made 
from  corn  meal  and  wheat  flour,  half  and  half.  All  batter  breads  are 
better  if  part  corn  meal  is  used.  Puddings,  and  even  doughnuts  and 
cakes  are  made  with  corn  meal  as  the  basis. 

Corn  meal  mush  may  be  used  in  many  ways,  besides  as  a  breakfast 
or  supper  dish.  Fried  mush,  mush  with  cheese,  and  mush  with  fruits 
may  be  used. 

By  writing  to  the  Department  of  Agriculture  at  Washington  one  can 
get  the  bulletin,  "Sixty  Ways  to  Use  Corn  Meal." 

Since  more  rice  was  produced  in  the  United  States  last  year  than 
ever  before,  it  is  cheap  now. 

The  Southerners  realize  the  value  of  rice,  and  it  is  one  of  the  staples 
along  the  sea  coast  and  gulf  coast.  Boiled  rice  is  often  used  for  dinner, 
taking  the  place  of  bread. 


32  The  Training  School  Quarterly 

Cold  boiled  rice  may  be  mixed  with  all  batters  of  flour,  or  corn 
meal;  it  reduces  tbe  quantity  of  other  foods  needed,  and  is  a  way  of 
using  the  left-over  cereals.  Cold  boiled  rice  may  be  used,  with  or 
without  a  little  meat,  for  croquettes,  and  with  eggs,  sugar,  milk,  or 
other  ingredients  for  making  puddings  and  other  deserts. 

The  left-overs  from  a  meal  may  always  be  made  into  some  attractive 
dish.  The  left-over  pieces  of  meat  or  fish  may  be  made  into  croquetts 
or  baked  hash.  The  left-over  potatoes  may  be  used  for  potato  salad. 
All  left-over  cooked  fruit  may  be  made  into  puddings,  custards,  or 
souffles. 

The  fuel  bill  could  be  reduced  greatly  by  the  use  of  a  fireless  cooker, 
which  can  be  made  at  home.  Write  to  the  Department  of  Agriculture 
at  Washington  to  get  directions  for  making  one. 

Effie  Batjgham,  '17. 


Why  Boys  Leave  the  Farm 

(From  Munsey's,  by  permission) 

"Why  did  you  leave  the  farm,  my  lad?  Why  did  you  bolt  and  quit 
your  dad?  Why  did  you  beat  it  off  to  town,  and  turn  your  poor  old 
father  down?  Thinkers  of  platform,  pulpit,  press,  are  wallowing  in 
deep  distress;  they  seek  to  know  the  hidden  cause  why  farmer  boys 
desert  their  pas.  Some  say  they  long  to  get  a  taste  of  faster  life  and 
social  waste;  some  say  the  silly  little  chumps  mistake  the  suit-cards  for 
the  trumps,  in  wagering  fresh  and  germless  air  against  the  smoky 
thoroughfare.  We's  all  agreed  the  farm's  the  place ;  so  free  your  mind 
and  state  your  case!" 

"Well,  stranger,  since  you've  been  so  frank,  I'll  roll  aside  the  hazy 
bank,  the  misty  cloud  of  theories,  and  show  you  where  the  trouble  lies. 
I  left  my  dad,  his  farm,  his  plow,  because  my  calf  became  his  cow.  I 
left  my  dad — 'twas  wrong,  of  course — because  my  colt  became  his  horse. 
I  left  my  dad  to  sow  and  reap,  because  my  lamb  became  his  sheep.  I 
dropped  my  hoe  and  stuck  my  fork,  because  my  pig  became  his  pork. 
The  garden-truck  that  I  made  grow — 'twas  his  to  sell,  but  mine  to  hoe. 
It's  not  the  smoke  in  the  atmosphere,  nor  the  taste  for  'life'  that  brought 
me  here.  Please  tell  the  platform,  pulpit,  press,  no  fear  of  toil  or  love 
of  dress  is  driving  off  the  farmer  lads,  but  just  the  methods  of  their 
dads!"— J.  Edward  Tuft. 


How  We  Became  Interested  in  Finding  Subjects 
to  Write  About 

BY  A  COMMITTEE  FROM   THE  CLASS   OF  1919 

*  J  ■  S  preparation,  the  interest  of  the  class  was  aroused  in  composi- 

B"ra  li'1"  l',V  studying  the  Progressive  Farmer,  the  Country  Gen- 
%W  m  tleman  and  other  such  magazines.  We  studied  these  articles 
to  see  the  methods  other  people  used  for  making  themselves  understood, 
and  to  notice  subjects  people  were  interested  in.  After  a  study  of  these 
articles  each  member  of  the  class  made  a  list  of  subjects  from  these 
magazines.  Each  then  wrote  one  paragraph  on  an  article  from  one  of 
those  papers,  carefully  selecting  a  subject  she  knew  enough  about  to 
write  on.  Each  girl  then  selected  the  magazine  or  paper  she  wished  to 
write  for,  and  in  this  way  there  was  no  feeling  of  a  mere  class  exercise, 
but  each  felt  that  she  was  writing  for  a  purpose. 

When  the  class  had  finished  this  work  each  member  handed  in  to  a 
committee,  chosen  from  the  class,  a  list  of  subjects  that  were  of  interest 
around  her  home,  in  her  community,  or  on  the  farm.  Our  committee 
sifted  and  organized  these  under  general  topics.  When  this  list  had 
been  reorganized  it  was  placed  on  the  bulletin  board  in  the  class  room 
where  each  girl  could  study  it.  Each  selected  a  subject  that  she  was 
interested  in  and  felt  that  she  could  write  an  article  on  that  would 
reach  the  standard  of  those  she  had  been  studying.  After  she  had 
decided  on  the  subject  she  wrote  her  article  and  handed  it  in. 

This  caused  the  girls  to  open  their  eyes.  Then  to  begin  to  notice  the 
interesting  features  around  the  school. 

Each  girl  handed  in  a  list  of  the  features  she  had  taken  notice 
of  and  was  especially  interested  in  around  the  Training  School.  This 
list  was  placed  on  the  bulletin  board  as  the  other  had  been  and  each  girl 
read  the  subjects  and  handed  in  her  first  and  second  choice  to  write  an 
article  on.  It  was  surprising  to  know  that  all  the  subjects  were  taken 
and  nearly  every  girl  had  her  first  choice.  The  girls'  interest  in  this 
work  was  so  great  that  each  threw  herself  into  it;  and  some  exceedingly 
good  articles  were  written.  They  were  not  only  interested  themselves 
but  they  made  their  fellow-students  in  other  classes  interested  and  some 
girls  even  became  guides  for  sight-seeing  parties  around  the  school. 

Each  girl  had  an  interview  with  the  person  who  could  give  her  the 
most  information  on  her  subject.  Many  of  those  interviewed  gave  good 
reports  of  the  young  journalists. 

Following  is  given  a  suggestive  list  of  some  of  the  subjects : 

Community  subjects. — The  school :  How  we  succeeded  in  consolidat- 
ing three  one-teacher  schools  into  one ;  The  teacher :  How  one  teacher 
3 


34  The  Training  School  Quarterly 

helped  our  community;  The  kind  of  school  we  need;  How  we  painted 
our  school  house. 

Clubs. — The  work  of  the  tomato  club  in  our  county;  How  we  organ- 
ized a  tomato  club ;  What  the  tomato  club  has  meant  to  me ;  The  eight 
weeks  club  a  Training  School  girl  organized  in  my  neighborhood;  The 
corn-club  boys  in  our  county;  My  work  in  the  poultry  club;  The  boy 
scouts  in  our  town;  Why  we  organized  a  Farmers'  Union. 

Public  utilities. — A  plan  for  efficient  telephone  service  in  my  com- 
munity ;  What  the  telephone  means  to  us ;  Rural  delivery  makes  us  a 
part  of  the  world ;  What  the  daily  paper  means  to  us ;  The  condition  of 
the  roads  in  my  county ;  The  old  road  and  the  new  running  to  my  home ; 
Our  good  road  to  market;  How  we  keep  up  the  roads  in  our  county; 
Our  road-making  day. 

Miscellaneous. — A  community  library  of  farm  bulletins;  How  a  girl 
can  make  money  in  North  Carolina;  The  tenant  problem  in  our  com- 
munity; How  we  got  up  a  community  fair;  What  our  community  fair 
meant  to  us;  The  automobiles  in  our  neighborhood;  How  the  automo- 
bile on  the  farm  pays  for  itself. 

In  the  Home. — How  to  do  things,  directions  for  making  labor-saving 
devices,  for  cooking,  for  canning,  and  suggestions  that  had  been  tried 
out. 

Topics  of  interest  around  the  Training  School. — The  cold  storage 
plant ;  The  heating  and  lighting  plant ;  The  arrangement  of  the  kitchen 
and  dining  room ;  The  management  of  the  dining  room ;  How  the  school 
is  fed;  The  disposal  of  the  garbage;  The  school  garden;  The  Model 
School  (1)  The  plan  of  cooperation  with  the  Greenville  schools;  (2) 
The  management  of  the  student-teaching ;  The  library :  what  is  in  it  and 
how  it  is  managed;  The  infirmary;  The  Bursar's  office:  how  the  book- 
keeping is  handled ;  How  the  records  of  the  students  are  kept ;  The  Loan 
Funds :  history,  how  managed,  etc. ;  Facts  and  figures  about  the  summer 
terms ;  The  history  of  the  establishment  and  growth  of  the  school ;  His- 
tory of  the  various  organizations  of  the  school,  such  as  the  Y.  W.  C.  A., 
the  societies,  Athletic  League,  and  of  the  Quarterly,  etc. 

Rena  Harrison. 
Zelota  Cobb. 
Elizabeth  Speir. 


James  Whitcomb  Riley 

Alavia  K.  Cox,  '17 

J^* AMES  WHITCOMB  RILEY,  the  most  popular  American  poet, 
was  born  in  Greenfield,  Indiana,  in  1853.  His  father,  an  eminent 
lawyer,  was  very  anxious  to  have  his  son  study  law,  but  the  poet 
refused  to  do  it;  he  tells  us:  "Whenever  I  picked  up  Blackstone  or 
Greenleaf  my  wits  went  to  wool-gathering,  and  my  father  was  soon 
convinced  that  his  hopes  of  my  achieving  greatness  at  the  bar  were 
doomed  to  disappointment."  Referring  to  his  education  the  poet  fur- 
ther says:  "I  never  had  much  schooling,  and  what  I  did  get  I  believe 
did  me  little  good.  I  never  could  master  mathematics,  and  history  was 
a  dull  and  juiceless  thing  to  me;  but  I  always  was  fond  of  reading  in 
a  random  way  and  took  naturally  to  the  theatrical." 

Riley's  first  occupation  was  sign-painting  for  a  patent  medicine  man, 
with  whom  he  traveled  one  year. 

Riley  is  widely  recognized  as  the  poet  of  the  country  people. 
Although  he  was  not  reared  on  a  farm,  as  most  people  believe,  he  so 
completely  imbibed  its  atmosphere  that  few  of  his  readers  suspect  that 
he  did  not  actually  live  among  the  scenes  he  describes.  "When  the 
Frost  is  on  the  Pumpkin,"  "The  Ole  Swimmin'  Hole,"  "Airly  Days," 
"That  Old  Sweetheart  of  Mine,"  and  scores  of  others  go  straight  to  the 
heart  of  the  fun-loving  countryman  with  a  mixture  of  pleasant  recol- 
lections, humor  and  sincerity  that  is  most  delightful.  To  every  man 
who  has  been  a  country  boy  and  "played  hookey"  on  the  school  master 
to  go  swimming,  or  fishing,  or  bird-nesting,  or  stealing  watermelons,  or 
simply  to  lie  on  the  orchard  grass,  many  of  Riley's  poems  come  as  an 
echo  from  his  own  experiences,  bringing  a  vivid  and  pleasingly  melodi- 
ous retrospective  view. 

The  West  and  the  East,  and  particularly  the  middle  sections  of  the 
country,  all  agree  that  James  Whitcomb  Riley  was  the  poet  of  the 
common  American  life.  He  interpreted  it  as  no  other  writer  has  done — 
its  loves,  its  aspirations,  its  gaiety,  its  underlying  religious  faith.  "He 
took  by  divine  right,"  says  the  New  York  Sun,  "the  place  of  an  Ameri- 
can poet  which  has  not  been  occupied  since  Longfellow's  tenancy  ended. 
His  universal  appeal  lay  in  the  fact  that  he  grew  up  close  to  nature 
and  never  became  sophisticated  in  life  or  literature." 

Riley  wrote  much  dialect,  although  he  preferred  the  recognized  non- 
dialect  poetic  form.  He  tells  us,  "Dialectic  verse  is  natural  and  gains 
added  charm  from  its  very  commonplaceness.  I  follow  nature  as  closely 
as  I  can  and  try  to  make  my  people  think  and  speak  as  they  do  in  real 
life."     The  chief  merit  of  Riley's  dialect  verse  is  its  effectiveness  as  a 


36  The  Training  School  Quarterly 

medium  for  character  portrayal.  Whimsical,  lovable,  homely,  racy, 
quaint,  pathetic,  humorous,  tender,  are  his  dialect  poems;  essentially, 
he  has  shown  us  life  as  a  superior  writer  of  prose  sketches  might  do, 
adding  the  charm  of  his  lyricism.  For  some  years  the  people,  critics 
chiefly,  have  censured  Riley  by  saying  he  was  sentimental.  And,  indeed, 
he  was — as  sentimental  as  Dickens,  Victor  Hugo,  or  Burns.  Perhaps 
no  poet  was  ever  so  loved  as  Riley  by  so  many  and  such  diverse  people 
unless  he  possessed  that  eager,  tender,  human  warmth  which  is  senti- 
ment. With  Riley  it  never  degenerated  into  sentimentality,  which  is 
the  sign  of  the  incompetent  artist,  who  is  attempting  to  force  an  emotion 
that  he  does  not  feel.  There  is  no  better  evidence  of  the  genuineness  of 
Riley's  sentiment,  particularly  in  the  dialect  poems,  than  the  discretion 
with  which  he  touches  the  pathetic  chord  when  he  touches  it  at  all. 

The  true  genial  nature  of  our  Hoosier  Poet  is  revealed  in  his  great 
love  for  little  children.  His  successful  thousand  dollar  entertainments 
were  often  given  when  surrounded  by  a  delightful  audience  of  little 
people. 

Riley  spent  delightful  evenings  playing  the  guitar  and  singing  old 
songs  for  the  little  people.  One  afternoon  while  entertaining  them  he 
was  asked  to  write  his  confession  in  a  little  girl's  Mental  Confession 
Album.  Four  of  the  twenty  answers  will  give  you  an  idea  of  its  sarcasm 
as  a  whole : 

Favorite  Flower — 

"The  cultivated  jimpson  bloom, 
Of  course  excusin'  the  perfume." 

Favorite  Animal — 

"Of  all  of  those  that  I  have  tried, 
I  think  I  like  the  rabbit — fried." 

Character  in  Fiction — 

"Belle  Wilfer,  'cause  she  gave  her  dad 
The  first  full  suit  he  ever  had." 

Ideal  Woman — 

"Sweet  as  a  rose,  in  kitchen  clothes, 
With  a  smirch  of  flour  on  her  nose." 

An  editorial  that  appeared  immediately  after  Mr.  Riley's  death  in 
the  Chicago  Evening  Post,  says : 

"The  man  who  had  the  key  to  the  Kingdom  of  Childhood  has  entered  its 
portals  and  the  gates  have  closed  behind  him.  Little  Orphant  Annie  and 
the  barefoot  boy  bade  him  welcome.  By  either  hand  they  took  him  and  led 
him  through  its  fields,  where  the  cool  greenness  never  fades  and  the  starry 
wild  flowers  bloom  year  in  and  year  out. 

"He  is  no  stranger  there.  All  the  children  know  him,  and  he  knows  all 
the  winding  paths,  the  brooks  and  valleys,  the  hills  and  groves  of  shady 
trees.  His  own  songs  will  make  glad  music  for  him,  as  they  have  made  music 
for  us. 


James  Whitcomb  Riley  37 

"James  Whitcomb  Riley  always  belonged  to  that  kingdom.  Through  his 
60  years  and  more  of  tarrying  in  a  world  that  grows  old  with  cares  and 
sorrows,  with  futile  yearnings  after  foolish  baubles,  cruel  stripes  and  wars, 
he  sang  to  us  of  its  beauties,  bearing  its  charm  and  fragrance  with  him. 
It  seemed  to  lie  far  away  for  many  of  us — somewhere  in  the  long  distance 
behind  us.  Riley  had  the  magic  to  conjure  the  vision  of  it  for  others,  but 
it  was  scarcely  more  than  a  dream,  from  which  we  wakened  suddenly  to 
the  matter-of-fact  world  that  claims  our  drudging  thought  and  effort.  For 
him  it  was  never  further  than  a  short  step. 

"Years  gone  he  sang  about  the  first  bluebird.  To  Riley  it  was  the  emblem 
of  happiness.  He  followed  the  flight  of  the  bluebird.  The  shimmer  of  its 
wings  never  escaped  him;  the  gladness  of  its  song  echoed  in  all  his  lyrics. 

"He  has  gone.  He  leaves  us  a  rich  heritage,  dearer  now  than  ever.  In 
his  songs  we  may  find  the  key  to  that  kingdom;  we  may  learn  to  weave  its 
magic  spells." 

By  many  people  Riley  was  considered  very  eccentric.  He  would 
invite  the  "Muse"  while  going  about  the  streets,  either  riding  or  walk- 
ing, and  as  soon  as  the  poems  were  thought  out  he  immediately  trans- 
ferred them  to  paper.  He  was  one  of  the  many  poets  who  could  write 
only  when  the  spirit  moved  him.  Much  of  his  work  was  done  at  night, 
and  at  twelve  o'clock  a  large  cup  of  coffee  and  some  custard  pie  were 
appreciated.  He  would  sweeten  his  coffee  until  one  fairly  shuddered 
when  he  drank  it.  One  morning  he  was  reminded  that  seven  lumps  of 
sugar  had  disappeared  into  his  syrup-like  coffee.  "Yes,  I  know,"  he 
drawled,  "but  when  I  was  a  boy  I  was  never  allowed  to  have  enough 
sugar,  so  I'm  taking  it  now.  Of  course  I  don't  like  it,  but  I'm  doing 
it  for  spite."  He  played  the  role  of  a  very  deaf  old  man  all  the  while 
he  was  at  the  table.  ISTever,  by  any  chance,  was  he  known  to  answer 
a  question  correctly — hitting  wide  of  the  mark  each  time  he  pretended 
to  reply,  which  convulsed  his  fortunate  audience,  for  his  acting  was  truly 
remarkable. 

Like  Whittier  and  many  other  genial  poets  Riley  never  married. 
Through  his  charming  verses  of  "An  Old  Sweetheart  of  Mine"  we  are 
led  to  believe,  however,  that  sometime  back  in  the  "Airly  Days"  love 
played  for  him  its  magic  spell. 

For  several  years  Riley  spent  much  of  his  time  on  the  lecture  platform 
in  company  with  the  humorous  writer,  "Bill  ISTye."  An  announcement 
of  their  appearance  always  insured  them  an  enthusiastic  welcome  and 
a  crowded  house.  Mr.  Riley's  inimitable  rendering  of  his  poems  carried 
his  audience  back  to  the  "Ole  Swimmin'  Hole"  and  other  scenes,  while 
Mr.  Nye's  droll  remarks  or  a  story  told  by  one  of  the  "Forty  Liars" 
shook  the  house  in  convulsions  of  laughter. 

Before  his  death,  which  occurred  on  July  22,  1916,  his  sufferings  were 
intense.  When  his  tired  body  answered  the  call  of  his  dream  children 
we  think  the  bluebird  lighted  on  his  window  sill  and  gave  the  call. 


38  The  Training  School  Quarterly 

His  bachelor  life  was  pleasantly  spent  at  his  sister's  home  in  Indian- 
apolis, Indiana.    Of  this  home  he  writes — 

Such  a  dear  little  street,  it  is  nestled  away 

From  the  noise  of  the  city  and  the  heat  of  the  day, 

In  cool,  shady  coverts  of  whispering  trees, 

With  their  leaves  lifted  up  to  shake  hands  with  the  breeze, 

Which,  in  all  its  wide  wanderings,  never  may  meet 

With  a  resting  place  fairer  than  Lockerlie  Street. 

Mr.  Riley  gave  large  audiences  in  all  the  leading  cities  of  America 
the  rare  treat  of  listening  to  his  interesting  recitation  of  his  poems. 

He  was  a  Hoosier  who  happily  escaped  enslavement;  the  things 
hidden  from  us,  or  revealed  only  in  flashes,  remembered  but  vaguely 
from  the  days  of  our  own  happy  life,  he  continued  to  see  steadily;  he 
lived  among  them  familiarly  to  the  end,  and  until  the  end  was  their 
interpreter  to  us. 


Psychologists  are  born,  not  made.  Thirty  years  from  now  it  will  be 
interesting  to  see  if  this  child  is  not  a  leading  psychologist  of  his  day. 

Is  this  next  generation  to  profit  by  the  thinking  along  psychological 
lines  this  generation  is  doing?  Is  it  true  that  one  generation  reaps 
after  the  last  one  has  sown?  The  story  below  is  of  a  boy  five  and  a 
half  years  old,  lacking  just  two  days. 

One  Sunday  morning  at  the  breakfast  table  this  conversation  took 
place : 

William — "Papa,  my  thinking  brain  is  out  of  fix." 

Father— "Why,  what's  the  matter  with  it?" 

William— "It's  out  of  fix." 

Mother — "Explain  to  papa,  baby." 

William — "Last  night  I  was  thinking  about  something  and  some- 
thing else  just  butted  right  in  and  made  me  stop  thinking  about  what 
I  wanted  to  think  about." 

Mother — "Baby,  explain  to  papa  what  you  wanted  to  think  about." 

Father — "Yes,  son,  explain." 

William — "I  was  thinking  about  your  making  me  a  automobile  and 
something  else  just  butted  right  in  and  made  me  stop.  My  thinking 
brain  is  out  of  fix." 

Here  the  family  broke  in  laughing.  Questions  were  asked  him  as  to 
how  one  could  fix  his  "thinking  brain,"  but  William  was  not  to  be 
laughed  out  of  trouble.  To  him  his  condition  was  serious  and  he  was 
concerned  over  it.  It  was  suggested  to  him  that  he  could  not  think  if 
his  "thinking  brain"  was  out  of  fix,  but  he  replied  that  he  could  think 
some,  but  his  brain  did  not  work  as  it  should.  Have  you  ever  been  in 
this  fix?     Did  it  trouble  you?     What  are  you  going  to  do  about  it? 


The  Trip  to  Raleigh 

Lizzie  Stewabt,  '17 

•yy  ■  HEN  Mr.  Wright  announced  in  chapel  the  final  decision  that 
fi  (LI  there  would  be  a  holiday  in  honor  of  the  trip  to  Raleigh,  we 
^^^^  who  were  going  were  overwhelmed  with  thanks  and  showered 
with  good  wishes  from  the  less  fortunate.  Excitement  then  began  in 
earnest.  The  question  that  was  uppermost  in  the  mind  of  every  person 
planning  the  trip  was :  What  can  I  wear  to  make  me  look  the  most  at- 
tractive in  order  to  keep  up  the  reputation  of  the  school?  That  in  the 
mind  of  the  girl  who  was  going  was :  How  much  money  can  I  afford  to 
spend  on  the  flash  we  are  planning,  and  have  some  left  for  the  movies? 

February  20  came  at  last.  After  an  early  breakfast,  and  many  cau- 
tions as  to  the  care  of  our  health,  we  were  settled  in  our  own  private  cars, 
two  in  number,  and  on  our  way  to  Raleigh.  Time  passes  quickly  when 
one  is  excited,  so  being  surrounded  by  a  jolly  crowd,  singing  and  laugh- 
ing, and  having  unusually  congenial  chaperones,  Miss  Davis,  Miss 
Waitt  and  Miss  Maupin,  we  soon  reached  our  destination. 

The  pleasant  face  and  the  familiar  expressions,  "Ah!  The  dear 
lambs,  here  they  are !  All  looking  pretty  as  usual !  Ah !  Precious 
angels  dear !"  of  Col.  Fred  Olds,  greeted  us  at  the  station.  Ninety- 
eight  girls  all  rushed  for  his  hand  at  one  time.  Col.  Olds  was  assisted 
in  receiving  us  by  Mr.  T.  E.  Browne  of  A.  &  E.  College,  and  Mr.  J.  B. 
Pearce,  of  the  department  store  of  Raleigh. 

No  time  was  wasted,  for  we  at  once  began  to  explore  the  city.  For 
various  reasons  we  went  to  the  Capitol  first.  Here  we  saw  the  Legisla- 
ture, both  the  House  and  the  Senate  in  session.  This  enriched  our 
experience  somewhat  in  the  line  of  History  and  came  at  the  psycho- 
logical moment.  Governor  Bickett  then  received  us  in  his  private  office, 
where  we  were  introduced  by  Col.  Olds.  Governor  Bickett  made  us  a 
short  talk,  pledging  to  us  his  hearty  support  in  behalf  of  our  institution. 
Col.  Olds  then  announced  that  we  would  go  to  pay  our  respects  to  "Mrs. 
Governor."  The  Governor  gave  us  permission  to  hold  his  half  of  the 
mansion  for  the  time  being,  regretting  that  he  could  not  be  there  with  us. 

A  photographer  greeted  us  at  the  mansion  and  with  Mrs.  Bickett, 
Mrs.  B.  R.  Lacy  and  Mrs.  J.  Y.  Joyner  in  the  center,  a  very  attractive 
picture  was  made. 

Mrs.  Bickett  was  assisted  in  receiving  the  girls  in  an  informal  recep- 
tion by  Mrs.  Lacy,  Mrs.  Joyner,  and  Miss  Davis.  Mrs.  Bickett's  hos- 
pitality granted  to  us  the  other  half  of  the  mansion  that  the  Governor 
did  not  reign  over.     Col.  Olds  was  kept  busy.     It  did  not  seem  that. 


40  The  Training  School  Quarterly 

there  was  one  single  piece  of  furniture  that  did  not  have  some  historical 
value. 

We  were  not  sorry  when  Col.  Olds  announced  that  we  would  go  to 
the  Woman's  Club  and  get  lunch  next.  For  the  first  time  since  we 
reached  Raleigh  we  sat  down.  The  club  house  is  a  beautiful  building 
designed,  owned  and  operated  by  women.  We  rested  awhile  after  lunch 
before  we  started  on  our  afternoon  tour. 

Being  quite  refreshed  by  our  lunch  we  started  to  the  Museum.  This 
perhaps  was  the  place  of  most  interest  and  surely  of  most  value  to  a 
large  majority  of  the  girls. 

We  next  enjoyed  the  hospitality  given  us  at  Boylan-Pearce's  depart- 
ment store,  where  we  were  allowed  to  range  at  our  will. 

We  were  deeply  concerned  when  it  was  suggested  that  we  take  a  look 
in  at  the  Wake  County  Court  House,  for  you  know  Wake  is  in  hearty 
cooperation  with  the  Training  School  girls.  When,  after  a  short  talk 
by  Superintendent  Giles,  we  came  away,  one  could  hear  the  murmur 
going  over  the  crowd :    "I  am  certainly  going  to  teach  in  Wake  County." 

About  eight  minutes  were  left  before  our  special  cars  would  be  ready 
to  take  us  out  to  A.  &  E.,  so  we  utilized  the  time  by  taking  a  peep  at  the 
city  auditorium. 

Our  cars  were  waiting  for  us  so  nothing  prohibited  a  speedy  arrival 
at  the  College.  As  we  alighted  we  were  cautioned  by  Miss  Davis  to 
remember  the  instructions  given  before  we  left :  that  was  not  to  let  our 
joy  in  being  at  A.  &  E.  be  too  evident.  We  were  met  by  President  Rid- 
dick  and  escorted  out  to  the  field,  where  a  dress  parade  was  given  for 
our  especial  benefit.  The  masses  became  groups  and  scattered  around 
to  various  places  of  especial  interest.  The  dinner  hour  came  all  too 
soon.  The  dining  room  was  beautifully  decorated  with  red  and  white 
carnations.  The  boys  showed  their  college  spirit  by  giving  us  yells. 
These  were  responded  to  in  such  a  manner  by  the  girls  that  the  boys 
said  they  were  almost  ashamed  to  let  such  a  small  crowd  of  girls  beat 
them  so  much.  After  dinner  there  was  an  informal  gathering  in  the 
Y.  M.  C.  A.  hall,  where  familiar  songs  were  sung,  and  some  special 
music,  both  vocal  and  instrumental  was  given. 

The  last  place  visited  was  the  Supreme  Court  Building.  Here  we 
examined  the  Hall  of  History,  seeing  many  things  of  educational  value 
and  interest.    Chief  Justice  Clark  made  a  short  talk  on  woman  suffrage. 

Many  of  the  happy  memories  of  the  day  will  stay  with  us  forever. 

"We,  the  members  of  the  senior  class,  hereby  recommend  that  the 
custom  of  visiting,  annually,  the  capital  of  our  State,  be  faithfully 
adhered  to  as  an  unbreakable  precedent." 

Subscribed  to  by  all  who  made  the  trip. 


The  Legislature  as  a  Junior  Saw  It 

Willie  Jackson,  '17 

One  of  the  most  interesting  places  that  we  visited  while  in  Raleigh 
was  the  Capitol,  where  we  had  the  good  fortune  to  see  the  General 
Assembly  in  session.  Owing  to  Colonel  Olds'  schedule  for  the  day  we 
had  to  split  our  crowd  so  that  a  part  observed  in  the  Senate  and  the 
other  in  the  House  of  Representatives.  The  House  is  a  larger  hall  than 
the  Senate,  and  the  seats  are  arranged  in  a  semi-circle,  with  the  speaker's 
seat  in  front. 

There  should  have  been  120  representatives  in  the  hall,  but  for  various 
reasons,  strolling  on  the  grounds,  standing  on  the  street  corners,  gossip- 
ing, etc.,  there  were  a  good  many  vacancies.  The  Speaker,  who  is  chosen 
by  the  House,  sat  in  his  elevated  box  in  front.  Just  behind  him,  there 
were  suspended  the  two  well  known  flags,  that  of  the  State  and  that  of 
the  nation.  These  formed  a  sheer  curtain  beyond  which  we  saw  men 
standing  in  groups  carrying  on  conversations,  and  drinking  water  from 
the  buckets  which  were  constantly  being  refilled  by  a  small  boy,  who  no 
doubt  thought  that  he  was  a  very  important  person  in  this  great  assem- 
blage. 

Naturally,  one  would  think  that  the  presiding  officer,  since  he  occu- 
pies such  an  important  place  in  North  Carolina's  law-making  body, 
would  be  very  dignified  and  quite  attentive  to  what  was  going  on  on 
the  floor.  But  not  so.  He  sat  half  reclining  in  his  chair,  reading  a 
newspaper,  which  I  saw  him  buy  from  a  newsboy  just  as  we  entered. 
Every  now  and  then  he  raised  himself  up,  took  a  sip  of  Adam's  ale  from 
the  cup,  which  was  placed  to  his  right,  then  demanded  the  attention  of 
the  house  by  knocking  with  a  hammer  on  his  desk.  One  of  the  seniors 
thought  he  did  this  to  quiet  things  down,  so  that  he  might  understand 
what  he  was  reading.  By  watching  very  closely,  I  found  out  that  this 
is  the  method  of  recognizing  a  member  who  wants  the  floor.  "Will  the 
gentleman  from  Iredell  County  give  his  remarks  on  the  bill  now  before 
the  House  ?" 

Then  the  gentleman  from  Iredell  arose  and  spieled  forth  a  speech 
which  seemed  to  interest  no  one  so  much  as  himself,  for  the  other  gentle- 
men read  newspapers  and  magazines,  wrote  letters,  and  held  friendly 
conversations  with  their  immediate  neighbors.  Every  now  and  then  I 
saw  one  open  his  mouth  and  yawn.  It  looked  as  if  he  might  swallow 
the  man  nest  to  him.  But  of  course  that  was  impossible.  Finally  some 
got  up,  stretched,  walked  around  and  thereby  rested  their  weary  bones. 
Such  a  relief  it  seemed ! 

My  eye  fell  on  one  sitting  in  a  far  off  corner  and  as  his  face  was 


42  The  Training  School  Quarterly 

"neither  sad  nor  glad,"  I  concluded  he  was  asleep.  And  sure  enough 
he  was,  for  all  at  once  he  woke  up.  Then  to  give  the  appearance  of 
having  kept  up  with  the  argument  of  the  gentleman  who  had  the  floor, 
he  arose  and  asked  about  a  point  that  should  have  been  questioned,  if  at 
all,  five  minutes  before. 

We  were  in  the  House  long  enough  to  hear  one  of  our  own  representa- 
tives from  Pitt  plead  for  his  Good  Eoads  Bill,  which  afterwards 
passed.  I  fancy  when  he  saw  us  filing  in,  he  felt  somewhat  as  we  do 
when  the  president  ushers  a  visitor  into  our  class  room.  But  like  us 
he  bore  himself  with  Spartan  fortitude  and  batted  not  an  eyelid. 

We  were  also  in  the  House  long  enough  to  see  an  illustration  in  prob- 
lem solving.  One  of  the  messenger  boys  was  sent  on  an  errand.  In  order 
to  reach  his  point  of  destination,  he  had  to  pass  between  two  men  who 
were  on  the  floor  addressing  the  House.  He  saw  his  difficulty.  It  is 
dollars  to  doughnuts,  that  he  had  been  taught  by  one  of  our  girls,  for 
quick  as  a  flash  he  was  on  his  all  fours  and  passed  beyond  without  dis- 
turbing the  speakers. 

It  was  with  genuine  regret  that  I  had  to  follow  Colonel  Olds'  march- 
ing orders.  I  did  want  to  see  how  a  vote  could  be  taken  amid  so  much 
confusion  and  disorder,  but  I  had  to  hurry  on. 


€tye  draining  gkfjool  (©uarterlp 

Published  by  the  Students  and  Faculty  of  the  East  Carolina  Teachebs 
Tbaining  School,  Greenville,  N.  C. 

Entered  as  Second  Class  Matter,  June  3,  1914,  at  the  Postoffice  at  Greenville,  N.  C, 
under  the  Act  of  March  3,  1879. 


Price:     $1.00  a  year. 


25  cents  single  copy. 


FACULTY  EDITOR Mamie  E.  Jenkins 

ALUMNiE  EDITOR Bettie  Spenceb 

STUDENT  EDITORS. 

Poe  Literary  Society.  Lanier  Literary  Society. 

Fannie  Lee  Speib,  Editor-in-Chief.  Ruth  Spivey,  Business  Manager. 

Sallie  France:,  Assistant  Editor.  Jennie  Taylob,  Assistant  Editor. 


Vol.  IV 


APRIL,  MAY,  JUNE 


No.  1 


Keep  the 
Fires  Burning 


Keep  the  fires  burning  on  the  school  altars  so  that 
none  of  the  good  we  now  have  will  go  out.  That  is  part 
of  the  teachers'  "bit." 


Each  community  is  now  a  part  of  the  world.     Any 
Remember  one  who  thinks  in  terms  of  his  community  only  is  selfish 

and  is  not  a  patriot. 


Salute  the 
Flag 


Is  there  a  flag  on  your  schoolhouse?    Do  the  children 
salute  it?     Do  the  older  people  salute  it? 


Do  You  Know         Do  you  and  your  neighbors  know  the  words  of  "Star 

the  Words  of       Spangled  Banner,"  "America,"  "Columbia,  the  Gem  of 

the  National  r     °  '  .  '  ' 

Songs  ?  the  Ocean,"  and  "Carolina,"  or  are  you  leaving  this  to 

the  school  children  ?  "Carolina"  was  on  the  program 
for  a  meeting  of  a  woman's  club,  the  first  half  of  the  first  stanza  was 
strong,  but  the  last  half  was  weaker  and  weaker.  The  chorus  was  full 
and  strong,  but  two  different  sets  of  words  were  contending  for  the 
mastery  of  the  first  part  of  the  second  stanza,  and  one  voice  alone  car- 
ried through  the  last  half  of  the  stanza.  Try  "America"  on  an  audience 
in  which  there  are  no  children. 


44  The  Tbaining  School  Qtjabterly 

Wh      .  Perhaps  the  teacher  who  lives  near  her  school  is  in 

Teachers  charge  of  a  farm  garden,  where  she  is  trying  to  meet 

Can  Do  fae  present  situation  by  getting  the  children  interested 

in  raising  food  stuffs,  and  at  the  same  time  she  is  teaching  the  funda- 
mentals of  agriculture. 

While  the  teacher  is  willing,  yet  she  can  not  do  as  much  as  she  would 
like  to  because  the  school  term  ends  too  early,  and  begins  too  late  for 
her  to  aid  much  in  the  production  of  food.  But  how  can  she  help  ?  By 
getting  the  children  so  interested  in  the  work  that  they  will  go  home 
and  begin  their  own  garden.  Then,  too,  when  the  teacher  goes  home 
for  vacation  she  can  help  carry  on  the  work  that  the  regular  teacher 
has  begun. 

Again,  she  can  help  by  teaching  the  children  to  practice  the  strictest 
economy  in  their  use  of  school  supplies,  and  also  in  the  domestic  science 
course. 

There  is  no  more  patriotic  duty  than  keeping  right  on.  The  teacher 
in  her  work  is  doing  as  patriotic  service  for  her  country  as  the  soldier 
boy,  and  she  should  not  be  lured  from  her  post  of  duty  by  romantic 
appeals.  The  government  realizes  this  and  has  listed  the  teacher  as 
being  in  patriotic  service  for  the  country. — F.  L.  S. 


„        _        ,  The  teacher  must  pay  board  and  laundry,  she  must 

Make  Ends  dress   fairly   well,    she   must    subscribe    to    educational 

et  journals,  and  own  books,  and  she  must  go  to  summer 

school.  How  can  she  meet  these  requirements  with  the  compensation 
of  $50  per  month  for  six  months?  Board  has  increased  50  per  cent, 
shoes  have  increased  40  per  cent,  and  there  is  no  telling  where 
it  will  go,  and  every  commodity  of  life  has  increased  greatly.  How 
much  has  the  teacher's  salary  increased?  None.  Less  than  $45 
a  month  is  the  magnificent  salary  paid  the  average  school  teacher  in 
the  county  in  which  the  East  Carolina  Teachers  Training  School  is 
situated.  This  is  a  progressive  county,  and  wants  progressive  teachers, 
and  rightly  so.  Teachers  are  willing  to  give  their  services  to  the  school, 
but  at  the  same  time  they  must  live.  By  the  time  she  has  done  her 
community  work  and  school  work  there  is  little  time  for  making  clothes, 
even  when  the  teacher  can  sew  well. 

What  can  the  teacher  do  and  what  can  the  people  of  the  community 
do  to  help  to  relieve  the  situation  ?  The  teacher  can  show  her  patriotism 
by  wearing  the  simplest  clothes,  by  eliminating  luxuries,  and  by  practic- 
ing the  strictest  economy  in  every  way  possible.  The  people  of  the  com- 
munity or  the  family  with  whom  she  boards  can  help  by  keeping  board 
reasonable.     There  is  no  reason  why  board  in  the  country  should  be  so 


Editorials  45 

greatly  increased  if  the  farmer  produces  most  of  his  food  supply,  as  he 
should.  She  must  do  as  others  are  doing,  do  the  most  she  can  with 
what  she  has. — F.  L.  S. 


What  are  you,  young  woman  teacher,  going  to  do  this 

What  of  the         summer?     Teacher,  no  matter  where  you  are  for  the 
Summer?  ,  ■'. 

summer,  you  can  find  things  to  do.     It  is  vacation  and 

you  may  be  far  from  the  community  in  which  you  teach,  hut  you  can 

do  something  wherever  you  are. 

You  may  be  at  home.    Do  you  feel  that  you  have  earned  the  right 

to  loaf  because  you  have  had  a  hard  winter?     If  you  are  at  home,  you 

have  opportunities  for  service.    You  should  fit  into  your  community  and 

work  as  if  you  had  never  left  it.     You  can  carry  on  things  the  teacher 

began  last  winter.     If  she  did  not  leave  anything  for  you  to  carry  on, 

you  can  begin  things  and  leave  them  for  the  teacher  next  fall  to  carry 

on  for  you. 

1.  Garden.  Is  it  not  too  late?  Yes,  for  radishes  and  English  peas; 
~No,  for  late  vegetables,  the  second  crop  of  Irish  potatoes,  turnips,  and 
other  late  vegetables.  Start  a  school  garden  for  the  teacher  who  comes 
to  your  community  next  fall.  She  will  be  glad  to  find  things  started. 
Get  ready  for  winter  vegetables.     Get  some  hot-beds  made  for  her. 

2.  Help  promote  the  canning  clubs.  Can  things  yourself;  boost  the 
canning  club ;  study  up  on  household  questions  and  pass  ideas  of  econ- 
omy and  conservation  on  to  others. 

3.  Help  the  girls  of  the  community  with  ideas  about  their  clothes. 
If  you  can  sew,  have  a  sewing  bee  to  popularize  "make  your  own  clothes 
movement;"  if  you  cannot  sew  yourself,  form  a  partnership  with  some 
one  who  can  who  will  do  that  part  of  the  work  and  you  can  help  the 
girls  in  planning  and  designing.  You  should  be  able  to  help  them  with 
ideas  of  economy  and  taste. 

4.  Help  make  supplies  for  the  Eed  Cross  Society  or  for  some  other 
society  that  makes  a  business  of  directing  and  collecting  supplies.  Al- 
though a  first  aid  class  may  be  out  of  the  question,  any  community  can 
fill  at  least  one  box  of  supplies.  Make  bandages  according  to  the  specifi- 
cations sent  out  by  the  Eed  Cross  Society,  or  make  garments.  Learn 
how  to  knit  socks.  Get  the  old  ladies  of  the  community  organized  into 
a  knitting  club.  Get  them  to  teach  the  younger  ones  how  to  knit  socks. 
They  will  be  delighted  to  know  that  the  well-nigh  lost  art  of  turning 
heels  and  narrowing  toes  is  once  again  popular.  The  old-fashioned 
knit  yarn  sock  is  what  is  needed  now.  Did  you  ever  hear  of  wrist- 
bands? These  will  be  wanted.  These  will  be  in  fashion  for  the  sol- 
diers next  winter.  Knit  sponges  are  among  the  articles  called  for. 
Knitting  is  as  fascinating  as  making  tatting,  or  crocheting.     If  you 


46  The  Training  School  Quarterly 

cannot  get  together  the  supplies  for  a  whole  box,  get  in  touch  with  the 
Red  Cross  work  in  a  large  town  nearby  and  offer  to  send  a  certain 
number  of  things  to  them.  In  this  way  several  communities  can  com- 
bine and  fill  large  boxes. 

Whatever  comes  or  goes,  do  something,  don't  sit  idle. 


Red  Cross  What  is  a  woman's  work  in  war  ?     Be  a  Red  Cross 

RedCrlsI8'  nurse?  That  is  the  first  answer  one  gets.  The  Red 
Work  Cross  nurse  is  now  a  highly  trained  person,  and  only 

those  who  have  had  special  training  and  experience  are  considered  at 
all.  Those  who  went  into  training  for  this  work  when  the  great  war 
broke  out  are  just  getting  sent  to  the  front.  Science  has  pushed  into 
the  background  everything  here  except  efficiency.  The  sweet,  soothing 
little  woman  who  has  sentimental  dreams  of  administering  to  poor  suf- 
fering soldiers  because  she  has  so  much  sympathy  for  them  is  not  turned 
loose  in  hospitals  now.  Even  to  be  an  aid  to  a  Red  Cross  nurse  takes 
hard  study,  and  special  qualifications,  and  the  work  is  entirely  volunteer. 

When  the  work  was  first  started  in  North  Carolina  by  the  women  in 
a  woman's  club,  a  young  girl  came  to  the  club  and  announced  that  she 
had  come  to  be  a  Red  Cross  nurse.  She  had  come  from  a  small  country 
school,  had  no  idea  of  what  war  meant,  no  conception  of  nursing,  had 
never  been  in  a  hospital,  but  she  thought  that  was  the  only  way  a  girl 
could  do  anything.  There  are  perhaps  many  such  throughout  the  State. 
They  are  eager  to  help  and  simply  need  direction. 

You  can  do  Red  Cross  work  in  your  community  that  counts,  that  is 
as  essential  as  that  done  on  the  field,  and  yet  use  only  the  time  and 
energy  that  is  going  to  waste.  In  the  meantime  you  are  carrying  on 
things  at  home. 


The  universities  in  mobilizing  their  forces  have  sent 

What  is  a  ou|.  ^0  a]j  wjj0  nave  ever  Deen  connected  with  them  lists 

Woman  s  Part? 

to  be  checked.     The  list  below,  sent  out  to  women  by 

Columbia  University,  is  full  of  suggestions,  both  as  to  the  kind  of  work 
the  women  are  called  on  to  do  and  as  to  the  work  they  are  fitted  for. 

Author  Making  surgical  dressings 

Automobile  driving  Manager 

Raker  Messenger 

Bookkeeper  Mail  carrier 

Care  of  children  Motorcyclist 

Clerical  work  Nurse 

Cook  Practical 

Dairy  Trained 

Dietition  Pharmacist 

Factory  inspection  Physician 


Editorials  47 


Factory  work  Photographer 

Farming  Postmistress 

First  aid  Poultry  raising 

Gardening  Powder  boats 

Garment-making  Reader 

House  work  Relief  visiting 

Instructing  blind,  maimed,  etc.  Sewing 

Journalist  Social  club  work 

Knitting  Stenography 

Languages  Tailoring 

French  Teaching 

German  Telegraph 
Russian  Wire 

Spanish  Wireless 

Laundry  work  Telephone 

Lecturing  Trade 

Letter  writing  Typewriting 


This  is  the  fourth  senior  class  that  has  been  featured 

The  Senior  jn  ^e  Quaeteelt.     The  initial  number  of  the  Quab- 

Department  ™ 

teely  was  a  Senior  number,  that  of  the  class  of  1914. 

Each  class  has  followed  the  precedent  set  by  that  class,  because  we  feel 

it  to  be  a  good  thing. 

The  purpose  of  this  department  is  to  leave  an  historical  record  of  the 
class  activities  from  the  student's  standpoint — a  record  that  we  may 
turn  to  in  recalling  the  memories  of  our  life  at  this  institution. 

This  section  is  entirely  the  work  of  the  class.  It  affords  an  oppor- 
tunity for  many  a  Senior  who  doubts  her  ability  to  write  anything  for 
print,  but  whose  interest  is  especially  appealed  to,  when  she  attempts  to 
write  something  for  her  class.  Then  she  finds  that  expression  comes 
readily,  and  she  can  write  well  the  assigned  topic. 

Selfish  motives,  if  they  ever  exist,  are  thrown  aside  when  the  good 
of  the  class  is  at  stake,  and  splendid  team  work  is  the  result.  The 
department  this  time  represents  the  work  of  more  than  half  of  the  in- 
dividuals in  the  class,  but  it  is  unsigned,  because  it  is  a  product  of  the 
class  rather  than  of  individuals. 

When  the  contents  of  this  department  are  analyzed,  they  will  be  found 
to  contain  the  essential  elements  of  an  annual,  and  at  a  great  deal  less 
expense.  We  feel  that  this  department  is  more  in  harmony  with  what 
this  school  stands  for  than  an  annual  would  be  with  the  expense  which 
is  attached  to  it.  We  consider  that  we  get  the  good  effects  of  an  annual 
and  not  the  evil. 

Doubtless  the  class  itself  is  more  interested  in  this  section  of  the 
Quaeteelt  than  anyone  else,  but  we  hope  and  believe  that  other  people 
will  read  it  with  more  patience  than  they  would  read  a  publication 
dealing  entirely  with  personal,  long-strung-out  affairs  of  the  class,  pro- 
fusely and  expensively  illustrated. — S.  F. 


48  The  Training  School  Quarterly 


Art  in  Every 
Day  Life 


The  article  in  this  issue  by  Miss  Lillian  Burke,  super- 
visor of  drawing  in  Washington,  D.  C,  opens  our  eyes 
to  the  fact  that  art  is  not  confined  to  galleries,  but 
may  be  found  in  the  simple,  practical  things  of  life.  Indeed,  we  find 
that  teachers  of  art  themselves  have  embodied  in  their  work,  in  many 
instances,  the  little  insignificant  things  which  we  have  not  been  able 
to  perceive  as  yet,  because  we  are  not  keen-eyed  and  on  the  alert  for 
the  beautiful.  Since  we  do  not  have  the  habit  of  looking  for  beauty 
everywhere  and  of  trying  to  create  it  in  all  that  we  produce,  it  is  a 
problem  worthy  of  consideration  to  see  how  this  can  be  established. 
Though  it  may  seem  too  late  for  many  who  are  past  the  plastic  age 
to  begin,  it  is  never  too  early,  and  it  seems  that  since  the  school  is  the 
logical  place  for  it,  we,  as  teachers,  cannot  begin  too  early  to  establish 
the  habit  of  bringing  art  into  daily  life  and  making  the  commonplace 
things  radiate  with  beauty.  Every  teacher  may  be  a  teacher  of  art, 
whether  she  occupies  the  chair  in  an  art  room  or  not. 

It  is  interesting  to  note  the  changing  ideas  of  decoration.  Not  so  very 
many  years  ago  it  seemed  quite  the  proper  thing  to  have  a  room  clustered 
with  gaily  flowered  rugs  and  draperies,  family  crayon  portraits,  and 
every  little  piece  of  bric-a-brac  that  could  be  collected.  "We  have  come 
a  long  ways  when  we  recognize  now  that  simplicity  is  the  keynote  of 
beauty,  and  the  fewer  the  things  in  a  room,  the  better. 

In  the  schools  the  girl  should  be  hastened  by  a  wise  teacher  through 
the  stages  which  seem  necessary  before  her  appreciation  for  the  aesthetic 
becomes  fixed.  There  is  a  time  in  her  life  when  nothing  can  please  her 
better  than  big,  gaily  colored  ribbon  bows.  The  photograph  stage  is 
when  she  wants  a  picture  of  every  one  of  her  relatives,  friends,  and 
acquaintances  arranged  on  her  dresser,  table,  and  mantel.  Along  with 
this  comes  the  poster  stage,  when  each  square  foot  of  wall  space  is  hung 
with  the  heads  of  girls  and  men.  The  pennant  stage  comes  into  the  life 
of  every  boarding  school  girl — the  time  when  she  simply  cannot  get 
enough  pennants  in  her  room — pennants  of  every  shape,  size,  and  color 
are  tacked  on  her  walls,  and  when  she  can  stand  back  and  survey  a  mass 
of  thirty-seven  of  them  she  is  well  pleased,  and  thinks  that  no  art  gallery 
could  be  more  beautiful.  When  we  are  able  to  see  the  beauty  in  the 
everyday  things  of  life,  then,  and  not  before  will  art  mean  more  to  us 
than  merely  big  masses  of  canvas  daubed  with  paint  and  hung  in  some 
gallery. — J.  T. 


What  is  the  public  sentiment  in  Worth  Carolina  in 

Credit  for  regard  to  school  credit  for  home  work  ?     This  idea  has 

Home  Work  . ,       . 

grown  rapidly  in  many  of  our  very  best  schools,  and  is 

a  pronounced  success.     It  is  well  worth  considering,  even  in  the  little 


Editorials  49 

country  school.  The  teacher  could  outline  the  conditions  on  which  she 
would  be  willing  to  give  credit,  if  the  community  desired  it,  and  we  be- 
lieve it' could  be  worked  out  most  successfully.  Many  a  child  who  is 
otherwise  laggard  and  uninterested  may  be  appealed  to,  through  this 
school  credit  for  home  duties.  Its  effect  is  far  reaching,  and  since  it 
is  such  an  essential  part  in  the  child's  development,  why  not  give  credit 
for  it?— J.  T. 


Mr.  White,  the  writer  of  the  article  on  practical  English,  is  a  North 
Carolinian  who  is  making  good  in  Alabama.  He  is  a  graduate  of 
Trinity  College. 

"Look  out  of  thine  eyes,  behold  the  things  around  thee,  and  write," 
for  all  practical  purposes  has  taken  the  place  of  the  old  adage,  "Look 
into  thy  heart  and  write."  Most  progressive  teachers  of  English  are 
realizing  that  the  only  effective  means  of  getting  results  from  the  com- 
position of  girls  and  boys  and  to  get  them  to  express  themselves  sincerely 
and  well  is  to  let  them  write  of  the  subjects  that  are  of  interest  to  them, 
to  open  their  eyes  to  the  things  around  them,  help  them  to  see  a  story 
in  everything.  If  the  teacher  does  this,  the  task  is  half  done.  The  day 
of  having  students  write  literary  hash  is  gone. 


Miss  Campbell,  who  graduated  from  East  Carolina 

Articles  by  Teachers  Training  School  in  the  class  of  1912,  has  at- 

Alumnae  °  ' 

tended  summer  school  here  two  summers,  and  has  been 

in  constant  contact  with  this  school.     She  gave  up  her  position  in  the 

Winston  Graded  Schools  last  fall  for  the  purpose  of  going  on  further 

and  studying.    When  a  student  completes  her  work  in  a  Normal  school, 

she  often  has  the  idea  that  she  is  fully  equipped  to  teach  and  all  she  needs 

she  can  supply  from  experience.     Ambition  seems  dead.     Occasionally 

the  student  who  seems  to  have  the  greatest  possibilities  open  up  before 

her  is  satisfied  and  gets  into  ruts  and  fails  to  grow.    This  article  directly 

from  one  who  completed  her  work  in  a  Normal  school,  succeeded  in  her 

teaching,  and  returned  to  study  further,  is  especially  interesting  to  those 

who  are  wondering  what  there  is  ahead  for  them  if  they  go  on  further. 

It  will  be  of  interest  to  know  that  since  this  article  was  mailed  there 

comes  the  news  that  Miss  Campbell  will  teach  Primary  Methods  in  the 

Summer  School  of  the  University  of  Mississippi. 

Another  Training  School  Alumna  who  is  making  good  is  Miss  Willie 

Greene  Day,  who  is  now  supervisor  of  drawing  in  the  Newbern  public 

schools.     She  tells  in  this  number  of  the  Quarterly  just  what  she  has 

been  doing. 

4 


50 


The  Training  School  Quarterly 


What  the  Ap-  In  the  last  issue  of  the  Quarterly  the  needs  of  the 

Mean  to  the  '  sch°°l  were  set  forth  in  the  report  from  the  Board  of 
Training  School  Trustees,  and  in  the  president's  report.  It  was  at  a 
time  when  the  authorities  of  the  Training  School  were  in  suspense, 
wondering  what  the  fate  of  the  school  for  the  next  two  years  would  be. 
Great  was  the  rejoicing  when  news  of  the  bond  issue,  and  of  the  appro- 
priation of  $200,000  for  permanent  improvements,  came  to  us.  This 
means  that  the  school  can  go  forward;  that  dormitory  room  will  be 
provided  for  a  great  many  more  students  so  that  the  cry  of  "no  room" 
will  be  stilled  for  a  while;  it  means  that  there  will  be  added  more  room 
to  the  Model  School  so  that  the  student-teachers  will  have  places  in 
which  to  teach,  and  that  the  State  can  buy  the  Model  School  building 
and  no  longer  be  pensioners  on  the  town  of  Greenville  for  the  building 
used  for  practice  and  observation  work;  it  means  a  library  building,  a 
gymnasium,  and,  perhaps,  other  good  things.  Exactly  what  will  be 
done  first  has  not  yet  been  decided.     Report  will  be  made  later. 

The  increased  maintenance  was  necessary  to  keep  up  with  the  in- 
creased cost  of  Hying,  but  we  are  profoundly  grateful  for  it.  All 
friends  of  East  Carolina  Teachers  Training  School  are  grateful  to  the 
members  of  the  General  Assembly  of  1917  for  their  generous  appro- 
priations. 


Tbe  Quarterly  is  indebted  to  the  courtesy  of  the  Baltimore  Sun  for 
the  photographs  of  the  North  Carolinians  who  are  figuring  prominently 
in  world  affairs  now.  Commissioner  of  Education  Claxton,  although 
not  born  in  North  Carolina,  was  long  identified  with  educational  work 
in  the  State. 


Practical  Agriculture  at  the  Training  School 
Senior  Gardens 


Suggestions 

Thought  Division  in  Reading 

Beading  as  thought  getting  deserves  especial  attention  in  the  lower 
as  well  as  in  the  higher  grades.  Today  we  are  concerned  with  the  im- 
portance of  teaching  the  children  how  to  study  as  it  involves  controlled 
thinking  and  is  the  beginning  of  habit  formation.  No  subject  can  offer 
a  better  opportunity  for  this  than  reading. 

The  children  in  the  first  grade,  during  the  second  term  of  this  school 
year,  with  occasional  help  from  the  teacher,  were  able  to  divide  several 
of  their  stories,  such  as,  "The  Three  Little  Pigs,"  and  "The  Three 
Bears,"  into  thought  divisions.  The  teacher  threw  the  responsibility 
entirely  upon  the  children.  Her  questions  were  so  carefully  and  clearly 
given  that  they  gave  the  children  their  aim  for  the  silent  reading.  She 
did  not  say,  "Bead  the  next  four  or  five  lines,"  but  she  said,  "Bead  the 
part  that  tells  me  about  the  first  little  pig,"  or  "The  part  that  tells  me 
all  about  his  house,"  and  so  on.  It  was  indeed  interesting  to  the  people 
who  were  observing  in  the  grade ;  many  were  astonished  to  see  how 
quickly  they  responded.  The  silent  reading  was  checked  by  requiring 
the  children  to  read  orally  and  present  the  thought  clearly  to  the  rest 
of  the  class.  This  work  was  very  simple  and  the  children  were  not 
conscious  that  they  were  dividing  the  story  into  parts. 

The  importance  of  this  independent  work  must  therefore  be  realized 
from  the  beginning.  One  of  the  values  from  this  work  is  the  child 
finds  out  that  he  can  go  ahead  for  himself  and  does  not  depend  upon  the 
teacher  for  everything.  He  is  unconsciously  forming  the  correct  habits 
of  study.  We  realize,  therefore,  that  thought  division  in  reading  should 
be  made  more  difficult  each  year. 

This  year  in  teaching  "The  Dog  of  Flanders"  to  the  children  in  the 
third  grade  we  thoroughly  discussed  the  story  and  then  divided  it  into 
thought  divisions.  It  has  been  seen  that  before  in  grades  one  and  two 
they  divided  the  stories  into  parts  but  they  were  not  conscious  of  it, 
while  in  the  third  grade  they  became  conscious  of  it  for  the  first  time, 
therefore  this  work  was  practically  new  to  them.  Their  aim  was  to 
divide  the  story  into  larger  thought  divisions.  Each  child  had  a  right 
to  agree  or  disagree  and  then  give  his  reasons.  Good  thinking  was  the 
result  and  the  children  corrected  themselves.  For  example,  one  little  boy 
said,  "I  do  not  think  the  division  should  be  made  there."  He  was  asked 
why  and  he  said,  "Because  it  is  in  the  middle  of  a  conversation;"  they 
all  agreed  that  he  was  right.  There  were  several  topics  given  to  one 
division,  one  as  good  as  another,  but  the  children  selected  the  best  topic, 
or  "name,"  as  they  called  it  for  each  division  and  then  the  names  were 


52  The  Training  School  Quarterly 

written  on  the  hoard.  After  they  had  finished  this  work  the  story  was 
more  vital  to  them;  the  larger  divisions  stood  clearly  before  them  as 
one  big  unit. 

Does  not  this  work  pave  the  way  for  the  paragraph?  In  conclusion, 
we  see  that  to  have  this  kind  of  reading  a  good  foundation  is  essential. 
After  developing  several  stories  like  the  above  the  children  become  more 
interested  and  efficient  in  their  reading.  Begin  in  the  first  grade  and 
make  the  work  more  difficult  each  year. 

Eula  B.  Pappendick,  '17. 

The  Sandtable  and  Primary  Reading 

The  value  of  the  sandtable  in  the  primary  grades  is  without  question 
very  important.  ISTo  child  will  fail  to  be  interested  as  it  creates  a  desire 
to  do  something.  Not  only  are  history  stories  and  holiday  work  made 
effective  on  the  sandtable,  but  stories  from  the  primers  and  first  grade 
readers.  Oftentimes  the  results  from  one  or  two  seat-work  periods  will 
be  sufficient  to  represent  a  story  in  this  way.  For  illustration,  in  the 
Little  Red  Hen,  the  pig,  dog,  cat,  and  hen  can  be  cut  during  one  seat- 
work  period.  Each  one  has  as  his  aim  to  cut  the  best  ones  he  can  so 
his  will  be  selected  for  the  sandtable.  Some  of  the  children  can  bring 
from  home  some  wheat,  a  seed,  and  other  things  as  the  story  calls 
for.  A  little  stove  made  of  paste-board  serves  for  cooking  the  bread. 
The  sandtable  may  be  divided  into  sections  and  several  scenes  shown. 
Divide  the  children  into  groups  and  let  each  group  be  responsible  for 
a  scene. 

Many  other  stories  from  the  readers  and  primers  may  be  illustrated 
in  this  way.  At  the  Model  School,  with  the  story  "The  Three  Pigs"  the 
sandtable  was  effectively  used.  The  children  read  the  story  and  then 
decided  what  in  the  story  they  wanted  to  show  on  the  sandtable  and  how 
they  could  do  it.  Of  course  they  decided  on  the  three  houses :  brick, 
wood,  and  straw;  the  four  pigs:  mother,  big,  middlesized,  and  little 
pig ;  and  the  wolf ;  a  few  branches  for  trees  and  a  fence  were  used  where 
the  old  mother  pig  was  sending  her  three  pigs  out  to  seek  their  fortune. 

For  the  brick  house  we  took  a  chalk  box,  covered  it  with  red  paper 
marked  off  into  bricks.  We  made  a  roof  of  paste-board  and  had  a 
chimney  to  come  through  the  center.  Inside  was  shown  the  fireplace 
and  on  it  a  pot  made  of  clay.  We  placed  a  porch  in  front.  For  the 
wood  house  we  used  a  chalk  box  and  placed  in  front  of  this  a  porch, 
but  the  porch  and  roof  were  made  of  a  different  shape  from  the  brick 
house.  We  took  a  paste-board  box,  covered  it  with  pine  straw  and  sewed 
it  with  raffia  for  the  straw  house.  All  the  children  modeled  pigs  out  of 
clay  and  the  best  four  were  used  for  the  sandtable.  This  gave  an  aim  to 
the  children  in  their  clay  modeling.  These  things  were  placed  on  the 
sandtable  by  the  children  according  to  their  own  ideas. 


Suggestions  53 

The  idea  here  was  not  elaborately  planned  work,  but  was  done  quickly 
and  at  the  same  time  was  effective.  Some  people  think  that  much  time 
must  be  put  on  standtables  and  the  teacher  must  do  the  work.  This  is 
a  mistake.  Let  the  children  do  the  work.  One  of  the  great  values  is 
to  let  them  see  their  mistakes  and  correct  them  themselves. 

Fannie   Grant,  '17. 

How  Other  People  Live 

SWISS    LIFE. 

Swiss  life  followed  easily  and  naturally  after  the  children  had  studied 
Eskimo  life.  They  had  become  accustomed  to  countries  of  snow  and 
ice,  but  they  were  surprised  to  learn  that  there  could  be  snow  and  ice 
in  countries  that  were  not  in  the  Far  North. 

The  first  lesson  was  a  description  of  the  country  of  Switzerland. 
Pictures  were  given  making  it  as  vivid  and  real  as  possible.  After  they 
had  seen  the  pictures  of  the  mountains  and  glaciers,  some  child  asked 
where  the  people  lived  and  what  kind  of  houses  they  lived  in. 

"Between  the  high  mountains  there  are  beautiful  green  valleys  where 
the  people  live,"  was  the  answer  the  teacher  gave  them. 

Pictures  were  then  shown  them  of  the  Swiss  house,  or  chalet.  The 
fact  that  the  cattle  and  goats  were  kept  under  the  same  roof  as  the 
family  interested  them  in  Swiss  houses. 

Naturally,  the  next  question  that  arose  was,  "What  kind  of  work  did 
the  Swiss  people  do?"  The  answer  given  was  that  when  the  grass  was 
green  on  the  mountain  sides  in  the  spring,  the  country  and  village  peo- 
ple drove  their  cattle  and  goats  up  the  mountain  side  to  graze,  and  they 
made  butter  and  cheese  in  their  mountain  chalets.  The  town  people 
do  about  the  same  kinds  of  work  as  other  people  living  in  towns  in  other 
countries  do. 

Then  two  days  more  were  given  to  the  Swiss  life,  the  children  were 
told  to  imagine  that  they  were  Swiss  boys  and  girls  writing  to  American 
children  about  their  country.  And  in  this  way  they  gave  back  to  me 
most  that  I  had  given  them. 

The  country  was  then  worked  out  on  the  standtable.  The  sand  was 
shaped  and  covered  with  flour  and  artificial  snow,  to  form  the  mountains 
and  glaciers.  The  children  moulded  the  cows  and  goats  from  clay. 
Log  cabins  were  used  for  the  chalets.  The  children  cut  out  pictures 
from  old  magazines  that  were  connected  with  Swiss  life,  and  made  a 
chart  from  them. 

Reference  books  used :  "The  Story  of  Little  Conrad,"  by  Camp- 
bell, "Seven  Little  Sisters,"  "Frye's  Home  Geography,"  "Carpenter's 
Geographic  Reader,"  and  the  "Geographic  Magazine." 

Effie  Baugham,  '17. 


54  The  Training  School  Quarterly 

dutch  life. 

I  planned  an  imaginary  trip  for  my  first  lesson  in  teaching  Dutch 
life  to  the  third  grade  of  the  Model  School.  I  did  this  because  I  real- 
ized the  danger  of  monotony  in  presenting  the  lives  of  other  peoples 
as  the  class  had  just  made  a  study  of  the  Eskimo  and  the  Swiss. 

I  told  the  children  that  I  had  a  surprise  for  them  and  they  quickly 
responded,  "you  are  going  to  tell  us  about  some  other  people."  Then  I 
told  them  I  was  going  to  take  them  on  a  trip  to  a  quaint  country  to  see 
some  quaint  people.  Some  of  them  guessed  the  name  of  the  country. 
I  warned  them  that  I  would  not  take  them  on  this  trip  unless  they 
promised  to  keep  their  eyes  wide  open  so  they  might  be  able  to  represent 
this  wonderful  country  on  our  sandtable  when  we  returned. 

"Just  imagine  you  are  going  to  start  from  Switzerland,  the  country 
you  have  just  been  studying  about; — get  into  a  boat  and  sail  down  the 
Rhine  river  until  we  land  on  the  shores  of  Holland."  In  a  short  time 
a  merry  band  of  children  found  themselves  in  Holland.  Pictures  of 
landscapes  were  shown  to  them.  Instantly,  from  the  pictures  they  dis- 
covered that  this  country  was  quite  different  from  Switzerland,  in  that 
no  mountains  were  seen,  but  instead  a  low  level  country.  I  noticed  that 
the  children  were  constantly  comparing  and  contrasting  the  country  of 
Holland  with  Switzerland  throughout  the  study,  while  in  their  study  of 
the  Swiss  people  and  their  country  they  compared  Switzerland  with 
the  Northland. 

The  remainder  of  this  lesson  was  spent  in  giving  the  children  a  con- 
cept of  the  surface  features  of  Holland  through  conversations  and  pic- 
tures which  I  found  in  the  Geographic  Magazine  for  March,  1915. 
This  magazine  proved  very  helpful  because  of  its  pictures  showing 
Dutch  people  and  Dutch  life. 

The  construction  of  the  dykes  was  one  of  the  things  that  the  class 
seemed  especially  interested  in,  so  some  time  was  spent  in  showing  pic- 
tures and  discussing  their  construction.  Some  of  the  children  remem- 
bered having  made  sand  dams,  and  because  of  this  they  understood  the 
dyke  more  clearly. 

After  studying  the  country  for  a  while,  on  the  second  day  the  children 
went  into  the  heart  of  Holland  to  visit  the  country  homes  and  study  the 
life  of  the  country  people.  Colored  post  cards  showing  country  life  and 
country  people,  which  a  member  of  the  faculty  gave  me,  were  used  to 
bring  to  the  minds  of  the  children  country  life  as  it  actually  exists. 

The  children  found  dairying  to  be  the  most  interesting  occupation 
of  the  country  people.  Because  they  were  interested  we  paused  to  study 
dairying  in  Holland,  and  then  made  a  study  of  dairying  in  our  country. 
By  doing  this  the  class  saw  the  differences  in  this  occupation  as  engaged 
in  by  the  Dutch  and  our  people.  This  is  an  outline  of  the  work — 
a.  Sanitary  dairying. 


Suggestions  55 

b.  Our  dairy  as  compared  with  that  of  Holland. 

c.  Butter  and  cheese  making. 

d.  Value  of  milk  as  a  food  product. 

(Here  we  see  a  hygiene  lesson  growing  out  of  language  work). 

Another  interesting  occupation  was  the  raising  of  flax.  One  lesson 
was  spent  on  how  flax  was  raised ;  how  harvested  and  how  prepared  for 
the  loom. 

After  we  had  become  familiar  with  the  country  and  country  life  we 
got  into  a  boat  and  glided  down  a  quiet  canal  until  we  reached  the  city 
of  Amsterdam.  The  first  thing  we  did  in  this  city  was  to  find  out  what 
the  people  were  doing.  Factories,  stores,  work  shops,  markets,  and  vari- 
ous other  workplaces  were  visited.  I  was  very  fortunate  to  get  a  cup, 
saucer,  spoon  and  cream  pitcher  that  came  from  Holland.  I  showed 
these  to  them  as  we  were  making  our  imaginary  trip  through  these 
places.  The  children  modeled  several  pieces  of  Dutch  china  and  put 
designs  on  them  with  blue  crayola.    The  results  were  fair. 

After  we  had  roamed  about  the  city  we  decided  to  visit  the  home  of 
a  Dutch  boy  and  girl,  Hans  and  Gretchen.  I  had  two  Dutch  dolls.  I 
placed  these  on  my  desk  and  introduced  them  to  the  children.  Hans 
and  Gretchen  gave  their  guests  a  hearty  welcome  into  their  home.  By 
having  an  imaginary  conversation  with  Hans  and  Gretchen  they  learned 
of  the  games,  sports,  school  and  home  duties  of  the  Dutch  city  children. 

The  children  insisted  that  we  spend  another  week  in  Holland,  but 
finally  I  persuaded  them  to  sail  for  home;  when  they  returned  they 
all  declared  that  they  had  enjoyed  the  trip. 

My  last  lesson  in  connection  with  Dutch  life  was  a  picture  lesson. 
We  made  a  study  of  the  "Dutch  Windmill."  At  the  end  of  the  lesson 
the  windmill  song  was  sung  and  we  all  played  windmill  just  as  if  we 
really  were  one  of  those  Holland  windmills. 

By  placing  Holland  on  the  sandtable  I  had  an  opportunity  to  correct 
a  number  of  erroneous  ideas.  Nannie  Mac  Beown,  '17. 

PASTORAL    LIFE 

Pastoral  life  was  a  big  unit  taught  in  the  second  grade  during  the 
month  of  January.  This  was  primarily  language  or  history,  but 
around  it  all  other  subjects  centered.  The  immediate  aim  of  the  Pas- 
toral work  was  to  lead  the  children  to  understand  the  life  of  those  who 
care  for  sheep,  and  to  realize  the  value  of  sheep  to  us.  Back  of  this  was 
a  broader  purpose  of  leading  the  children  to  appreciate  the  picturesque 
and  practical  phases  of  Pastoral  life. 

The  care  that  the  animals  require  was  taught  by  means  of  a  story, 
showing  clearly  the  needs  of  the  animals  and  their  dependence  upon 
those  who  care  for  them.  A  series  of  stories  and  poems,  familiar  to 
the  grade,  relating  to  Pastoral  life  were  reviewed  with  much  enthusiasm. 


56  The  Training  School  Quarterly 

Pictures  furnished  interesting  conversational  or  practical  oral  lan- 
guage lessons.  "The  Eeturn  of  the  Flock,"  "The  Knitting  Shepherd- 
ess," "The  Contented  Flock,"  and  "The  Sunset  Glow,"  were  among  the 
pictures  used. 

The  realization  that  sheep  must  be  protected  from  the  weather  caused 
the  children  to  want  to  make  a  sheep-fold.  This  was  taught  as  a  draw- 
ing lesson,  hut  also  furnished  an  excellent  motive  for  a  lesson  in  meas- 
urement.    They  were  all  anxious  to  put  their  work  on  the  sand  table. 

Wool  was  the  topic  which  led  to  some  of  the  most  effective  work. 
As  it  was  winter  the  woolen  clothes  worn,  suits  and  caps  of  the  boys, 
coats  and  dresses  of  the  girls,  were  talked  about  constantly.  This 
gave  an  opportunity  to  teach  in  a  simple  way  the  processes  through 
which  wool  has  to  be  carried  before  it  is  ready  to  be  worn.  As  an 
introduction  to  that  part  of  the  development  two  stories  were  reviewed 
with  new  interest,  "Pattie's  New  Dress,"  and  "How  Jack  Got  a  New 
Shirt." 

Then  we  took  an  imaginary  trip  to  make  the  processes  more  vivid. 
First  we  imagined  that  we  were  helping  a  farmer  shear  his  sheep  on 
a  bright  spring  day.  Next,  we  visited  the  woolen  mills  and  were  first 
taken  to  a  room  where  the  wool  was  being  sorted  and  cleaned. 

After  the  cleaning  we  saw  it  torn  into  a  fluffy  mass  and  sprinkled 
with  oil  to  make  it  softer. 

We  next  visited  the  carding  machines,  and  soon  afterwards  saw  the 
wool  spun  or  twisted  into  yarn,  and  the  yarn  woven  into  cloth.  It 
was  then  ready  to  be  washed  and  pressed,  and  next  to  be  made  into 
clothes.  The  last  visit  was  to  a  store  where  ready-made  clothes  were 
for  sale  and  cloth  waiting  to  be  made  into  clothes  for  our  use.  This 
presentation  appealed  to  the  imagination  of  every  child. 

Oral  language  work  was  the  chief  aim  during  the  first  week,  but  in 
the  second  .week  most  all  the  work  was  based  on  written  language.  The 
children  made  a  booklet  and  decorated  the  cover  with  a  border  of  sheep. 
One  day  they  went  to  the  blackboard  and  wrote  sentences  that  told 
what  the  shepherd  does  for  his  flock,  and  another  day  their  sentences 
told  of  the  value  of  sheep  to  us.  The  work  was  corrected  by  the 
teacher  with  suggestions  from  the  children.  Then  they  were  given 
paper  to  write  the  sentences  to  put  into  the  booklets.  Original  work 
was  encouraged,  therefore  no  two  were  exactly  alike.  When  the  written 
work  was  completed  the  covers  and  leaves  had  to  be  put  together.  That 
was  the  time  for  a  simple  lesson  in  book-binding.  All  were  glad  to 
take  their  Sheep  Booklets  home  for  others  to  read,  for  in  them  they  had 
written  two  familiar  jingles,  "Baa,  Baa,  Black  Sheep,"  and  "Little 
Lambs  so  White  and  Fair."  On  one  page  sentences  told  of  the  shep- 
herd's care,  and  on  another  page  they  told  of  the  usefulness  of  sheep 
to  us. 


Suggestions  57 

The  spelling  lessons  were  always  very  interesting  because  all  realized 
that  the  words  they  were  learning  were  words  they  would  need  to  use 
in  the  sentences  they  would  want  to  write  on  the  board  or  in  their 
booklets. 

Songs  related  to  Pastoral  life  were  taught  and  made  the  subject  more 
interesting.  "Over  the  Mountain"  and  "The  Song  of  the  Shearers" 
were  especially  suitable. 

A  poster  was  made  for  seat  work.  The  children  were  given  paper 
and  scissors  to  cut  things  for  their  poster.  The  best  cuttings  were 
pasted  on  a  large  piece  of  black  paper  to  represent  a  shepherd  leading 
his  flock  toward  the  fold. 

The  seat  work  at  another  time  was  to  make  a  border  for  the  room. 
Each  child  was  given  a  piece  of  brown  paper  and  a  sheep  pattern.  The 
sheep  were  traced  and  filled  in  with  chalk.  These  made  an  attractive 
decoration. 

A  simple,  yet  very  effective  sand  table  grew  out  of  this  subject. 
The  children  planned  what  they  could  put  on  it  and  then  worked  it  out. 
The  sheep-fold  was  made  of  white  cardboard,  colored  with  brown 
crayola.  This  was  placed  in  one  corner  and  hay  and  water  placed  near. 
Part  of  the  table  was  fenced  in  for  a  pasture.  The  fence  made  for  seat 
work  was  another  lesson  in  measurement,  as  each  strip  had  to  be  a 
certain  length  and  width. 

The  land  beyond  the  pasture  was  hilly  with  a  small  stream  running 
among  the  hills. 

Sheep  of  different  sizes  were  hectographed  on  cardboard  and  given 
to  the  children.  They  cut  them  out,  pasted  a  prop  on  one  side  to  make 
them  stand  up,  and  a  thin  layer  of  cotton  on  the  other  side,  which 
made  them  appear  woolly.  The  shepherd  and  his  dog  were  put  on  to 
guard  the  flock.  Before  this  was  done  grass  had  been  planted  which 
grew,  in  spite  of  very  cold  weather,  and  helped  to  make  it  all  seem 
real. 

The  sand  table  was  very  simple,  yet  it  showed  what  could  be  done 
by  the  children  with  only  a  little  material.  They  enjoyed  planning 
and  doing  the  work.     Because  of  that  it  meant  more  to  them. 

For  two  weeks  Pastoral  life  was  our  language  and  history  unit,  but 
not  only  oral  and  written  language  grew  out  of  it,  but  also  reading, 
writing,  number  work,  singing,  memorization,  drawing,  spelling,  and 
seat  work. 

Following  is  a  list  of  references  which  were  useful  for  the  children  in 
the  study  of  Pastoral  life,  and  also  a  list  used  by  the  teacher : 

Free  and  Treadwell — Second  Reader. 
The  Wide  Awake — Second  Reader. 
The  Summers — Second  Reader. 


58  The  Training  School  Quarterly 

Graded  Classics — Second  and  Third  Readers. 

How  We  Are  Clothed — A  Geographical  Reader  by  James  Franklin  Cham- 
berlain. Macmillan  &  Co.,  Publishers. 
Geography  Text-books. 
"The  Song  of  the  Assyrian  Guest."  jjAy  gAWTER    'tf 

How  I  Taught  "How  Little  Cedric  Became  a  Knight" 

The  purpose  of  giving  the  story  "How  Little  Cedric  Became  a 
Knight"  was  to  give  the  children  of  the  second  grade  a  clear  idea  of  a 
knight,  of  his  work,  of  his  home,  and  of  his  ideals. 

The  children  told  of  the  knights  they  had  read  about  in  the  fairy 
stories  as  the  introduction  to  the  lesson.  One  child  had  seen  a  castle 
at  the  moving  picture  show  a  few  nights  before,  so  he  was  able  to  give 
a  fairly  good  description  of  the  knight's  castle.  After  this  the  use  of 
the  moat,  walls,  and  tower  was  explained,  and  pictures  of  knights  and 
castles  were  shown  to  the  class. 

After  this  they  were  told  that  knights  were  friends  of  the  king,  and 
that  they  were  brave,  pure,  and  true.  "How  do  you  suppose  the  king 
chose  his  knights?"  was  the  question  put  to  the  children.  Wow  the 
story  of  "How  Little  Cedric  Became  a  Knight"  was  told  with  the  in- 
structions to  notice  the  things  little  Cedric  had  to  do  in  order  to  become 
a  knight. 

The  story  illustrates  the  qualities  tbat  Cedric  had  which  would  make 
him  a  knight — bravery,  politeness,  kindness,  a  strong  body — and  the 
knights  praise  him  each  time  he  does  a  deserving  act.  Later,  when 
the  knights  offer  him  a  position  in  the  castle  it  is  shown  that  it  is  not 
an  easy  place  to  fill,  and  that  he  will  have  to  work  a  long  time  before 
he  can  be  a  knight.  After  a  long  time  he  was  honored  by  being  sent 
with  a  message  to  the  king.  Other  qualities  of  the  knight — kindness 
to  old  people  and  to  dumb  creatures,  and  obedience — were  shown  on 
the  journey. 

The  introduction  to  knights,  showing  pictures  of  knights,  and  telling 
the  story  completed  the  work  of  the  first  day. 

The  next  day  the  children  suggested  that  the  story  could  be  drama- 
tized and  could  be  put  on  the  sand  table.  A  few  minutes  was  spent 
in  discussing  the  sand  table,  and  then  they  selected  the  characters  and 
the  places  needed  for  playing.  After  this  the  story  was  retold  so  that 
they  might  see  if  they  had  all  the  characters,  and  what  children  would 
be  best  suited  for  the  different  parts.  They  were  reminded  that 
the  children  who  acted  most  like  knights  should  be  chosen  to  play. 
This  motivated  behavior,  because  all  the  boys  were  anxious  to  be 
knights. 

The  children  suggested  swords,  shields,  and  a  crown  for  the  king 
and  queen  to  use  in  their  play. 


Suggestions  59 

At  the  next  period  they  chose  the  characters  and  places.  Then  one 
child  told  the  story  to  be  sure  it  was  fixed  in  the  minds  of  the  children, 
for  they  were  to  be  thrown  on  their  own  resources  in  the  actual  playing. 
The  child  who  told  the  story  went  far  beyond  the  expectation  of  all 
the  girls  who  were  observing.  The  story  was  told  well,  in  good,  clear 
English,  and  no  part  of  it  was  omitted. 

They  played  the  story  exceedingly  well,  so  well  that  we  decided  to 
give  it  to  the  fourth  grade,  who  were  studying  about  knights  also. 

The  drawing  and  the  seat  work  was  correlated  with  the  study  of 
knights.  Posters  with  a  castle  and  a  knight  riding  a  horse  were  made. 
The  castle  and  knights  and  horses  were  made  for  the  sand  table  as  seat 
work.  The  castle  was  made  of  pasteboard  marked  off  to  represent 
stone ;  the  horses  and  knights  were  cut  out  of  white  paper. 

From  the  study  of  knights  the  children  not  only  created  an  ideal  and 
established  a  standard  of  conduct,  but  they  received  practice  in  or- 
ganizing, story-telling,  selecting,  and  judging.  They  expressed  them- 
selves through  the  hand  with  drawing,  with  the  sand  table,  and  with 
hand  work. 

Both  the  children  and  their  teacher  were  intensely  interested  from 
the  very  beginning,  and  could  hardly  wait  for  the  language  period  to 
come.  Their  enthusiasm  was  shown  by  the  fact  that  they  continued  to 
talk  about  it  and  wanted  to  play  it  every  day  for  several  days. 

The  story  was  adapted  from  Progressive  Roads  to  Reading,  Supple- 
mentary  Book  IV.  Fannie  Lee  SpEIE>  ,1? 

Court  Life  in  the  Fourth  Grade 

The  story  of  Sir  Walter  Raleigh  and  his  court  life  was  taught  in  the 
fourth  grade,  after  the  children  had  taken  up  stories  of  pioneers. 

The  children  soon  warmed  so  to  the  story  of  Raleigh  that  they  liter- 
ally begged  for  details  and  minor  incidents  about  him.  Throughout 
the  whole  story,  from  his  birth  to  his  death,  interest  did  not  wane. 

Most  of  the  time  was  spent  on  Raleigh's  life  at  Elizabeth's  Court. 
This  brought  in  an  intensive  study  of  the  castles  of  that  day,  of  the 
splendor  and  magnificence  of  the  queen's  court,  her  courtiers  and  ladies, 
the  dress  of  that  period,  knighthood,  and  every  other  factor  which  came 
in  connection  with  court  life,  and  touched  the  story  of  Sir  Walter 
Raleigh. 

The  story  brought  up  questions  such  as  these,  asked  by  the  children : 
"Who  is  king  of  England  now?"  "Is  he  a  wicked  king?"  "Has  he  as 
much  power  as  Elizabeth  and  James  I  had?"  "Does  the  head  of  our 
Government  have  as  much  power  as  the  king  of  England,  and  why  not?" 
These  questions  show  that  the  story  caused  them  to  think. 

An  outline  was  given  back  by  the  class,  for  the  purpose  of  deciding 


60  The  Training  School  Qtjabtebly 

which  part  of  it  to  put  on  the  sand  table.  Although  the  parts  of  the 
story  telling  of  Raleigh  as  a  soldier  and  statesman,  and  of  his  attempts 
to  colonize  America,  were  enjoyed,  the  class  at  once  chose  the  part 
which  we  had  hoped  they  would  choose,  although  it  had  not  been  sug- 
gested. "Let's  put  Queen  Elizabeth's  castle,  and  have  Raleigh  spread- 
ing his  cloak  for  her  to  walk  over,"  was  one  of  the  first  suggestions. 
The  class  liked  this  idea,  so  we  planned  it  out  together,  deciding  on 
everything  needed  on  the  sand  table.  This  gave  an  excellent  review 
of  the  castle  and  the  dress  of  that  period. 

We  made  a  large  castle,  using  an  orange  crate  for  the  foundation, 
and  tacking  thick  gray  poster  paper  over  it  for  the  sides  and  top.  The 
towers  were  made  of  the  same.  There  was  a  high  tower  at  each  corner, 
many  windows  made  of  oiled  paper  battlements  cut  out  around  the 
top  of  the  castle  and^towers,  and  the  whole  blocked  off  with  brown 
crayola,  so  it  would  look  like  stone.  This  made  an  attractive  and  firm 
castle. 

We  used  the  sides  of  the  table  for  the  wall,  and  dug  out  the  moat  on 
the  inside  of  this.  The  drawbridge  was  in  front  across  the  moat,  and 
in  the  outer  court,  near  the  front  of  the  castle,  we  placed  our  people. 
For  the  queen  and  her  train,  we  used  dolls,  brought  by  the  children, 
and  all  of  them  were  dressed  according  to  the  fashion  of  that  day.  In 
front  of  the  queen  was  posed  Raleigh,  placing  his  red  coat  over  the 
puddle  for  her  to  pass. 

Groups  of  children  stayed  after  school  and  helped  make  the  things 
for  the  sand  table.     The  castle  required  more  time  than  anything  else. 

The  class  afterwards  read  King  Arthur  stories  and  seemed  to  appre- 
ciate and  enjoy  them  more  because  of  their  study  of  castle  and  court 
life  in  connection  with  the  story  of  Sir  Walter  Raleigh. 

Ruth  Lee  Spivet,  '17. 


Reviews 

Dressmaking.  By  Jane  Fales.  New  York :  Charles  Scribner's  Sons. 
1917,  pp.  508. 

Miss  Fales  has  given  to  the  teachers  of  home  economics  a  book  most 
valuable  and  helpful  in  every  way.  While  written  as  a  text-book  for 
college  classes,  it  can  be  adapted  easily  to  the  use  of  students  in  the 
high  school,  and  to  women  in  the  home. 

The  book  is  divided  into  three  sections.  The  first  deals  with  the 
development  of  costume  from  the  standpoint  of  history  and  design  up 
to  the  year  1870.  Well  chosen  illustrations  make  this  section  most 
interesting. 

The  second  section  is  on  textiles  with  the  emphasis  on  the  economic 
value  of  the  various  fabrics  and  fibers.  The  general  processes  of  textile 
manufacture  are  given  so  as  to  serve  as  a  basis  for  the  consideration 
of  cost  and  wearing  qualities  of  any  fabric. 

Part  three  is  on  the  construction  of  clothing,  and  treats  of  the  cutting, 
fitting,  and  finishing  of  garments  so  as  to  meet  the  demands  of  art  and 
fashion.  It  includes  directions  for  drafting  patterns  as  well  as  for 
adapting  commercial  patterns.  Designing  and  draping  are  given  in 
detail.  The  section  closes  with  an  unusually  well  written  chapter  on 
embroidery  stitches  and  finishings. 

Numerous  clear  illustrations  and  a  well  chosen  bibliography  add  to 
the  value  of  the  book.  M.  A. 


The  wide  publicity  given  to  the  cause  of  mobilizing  our  food  re- 
sources is  bringing  forth  many  excellent  articles  and  appeals.  The 
magazine  or  newspaper  that  is  not  doing  its  bit  to  help  this  cause  is 
unworthy.  Among  the  best  of  these  is  the  series  in  the  May  number 
of  the  Review  of  Reviews.  Under  the  general  title  "Mobilizing  our 
Eesources"  we  find  "American  Farm  Problems,"  by  Carl  Vrooman, 
Assistant  Secretary  of  Agriculture.  Mr.  Vrooman  is  well  and  favor- 
ably known  in  the  South.  Recently  he  toured  the  South  "in  a  whirl- 
wind campaign  of  missionary  work  on  behalf  of  the  growth  of  food 
crops."  The  article  is  a  sane,  brief  statement  of  the  situation  as  it  is 
seen  in  the  Department  of  Agriculture,  and  at  the  close  he  suggests 
a  program  for  the  Nation  which  is  published  elsewhere  in  this  issue. 

"Our  Armies  of  Food  Supply,  How  the  nation  is  prepared  for  the 
mobilization  of  its  food  producing  and  distributing  forces,"  by  Hugh  J. 
Hughes,  editor  of  Farm,  Stock,  and  Home,  Minneapolis,  is  an  excellent 
article  in  which  a  plan  for  agricultural  mobilization  is  suggested.     A 


62  The  Training  School  Quarterly 

diagram  representing  the  Department  of  Agriculture  as  a  circle,  in  the 
center,  Production  on  one  hand,  Distribution  on  the  other. 

Production  is  organized  under  State  Relations  Service.  A  represents 
the  leaders  of  county  agent  work  under  these;  B  is  the  1,000  county 
agents  in  the  United  States;  C  is  the  organized  farmers,  societies,  clubs, 
shipping,  and  cooperative  associations,  and  then  come  the  individual 
farms. 

Under  Distribution,  Office  of  Markets  and  Rural  Organization  M 
represents  agents  of  the  Bureau  in  all  larger  towns;  IS]"  mills,  packing 
plants,  cold  storage  and  refrigerator  car  service,  wholesalers;  O  is  the 
retail  system  of  distribution ;  and  P  municipal  markets  where  existing 
agents  fail  to  meet  the  demand. 

He  urges  cooperation  with  Washington.  "Keep  the  Farmer  on 
the  Farm,"  remembering  that  "the  farms  are  munition  factories."  The 
efficient  system  of  distribution  is  important. 

If  the  food  producing  forces  of  the  nation  organize,  cooperating  with 
Washington ;  if  we  keep  the  farmer  on  the  farm,  remembering  that 
"farms  are  munition  factories" ;  and  if  the  system  of  food  distribution 
is  efficient,  plenty  not  only  for  ourselves,  but  for  the  Allies  is  assured, 
the  writer  thinks.     Both  of  these  articles  are  educational  in  the  broader 


What  the  schools  can  do  is  shown  in  two  articles:  "Public  School 
Thrift:  a  Practical  Development,"  by  Teresa  M.  Lenney,  and  "School 
Gardening  in  the  Food  Crisis,"  P.  P.  Claxton,  the  United  States  Com- 
missioner of  Education.  In  the  former  this  definition  of  thrift  is  given : 
"Thrift  is  only  the  best  way  of  doing  things,  and  leads  to  mastering 
the  art  of  simple  living."  "True  national  thrift  can  best  be  acquired 
through  the  medium  of  the  public  school."  The  suggestions  for  con- 
crete work  are  these — the  sections  of  the  article  under  these  headings : 
"Good  roads  teach  thrift,"  "The  practical  service  of  school  gardens," 
"Teaching  girls  how  to  buy  and  prepare  food,"  "Collecting  and  selling 
waste  paper,"  "Savings  banks  in  schools,"  "Health  conservation." 

Commissioner  Claxton  urges  the  school  forces  to  take  advantage  of 
the  vacant  lots  and  back  yards.  The  conservative  estimate  given  of 
the  value  of  this  to  the  nation  in  money  is  $750,000,000,  and  the  cost  of 
transportation  and  storage  would  be  saved. 


National  Conference  on  Rural  Education  and  Rural  Life.  Held  at 
Winthrop  Normal  and  Industrial  College,  Rock  Hill,  S.  C,  April  12 
to  15. 

The  Department  of  the  Interior  through  its  Bureau  of  Education  is 
waging  a  nation-wide  campaign  for  better  rural  schools  and  for  the 


Reviews  63 

improvement  of  rural  life.  The  first  national  conference  in  this  work 
was  held  at  Chicago  in  September,  1914;  the  second  was  held  at  Nash- 
ville, Tenn.,  in  November,  1915.  The  interest  in  the  work  has  so 
developed  and  its  scope  so  widened  that  it  has  been  thought  best  to 
hold  a  series  of  conferences  in  various  sections  of  the  country  this  year 
in  promoting  this  movement.  A  successful  conference  was  held  at 
Lincoln,  Neb.,  February  22  to  25.  The  second  conference  for  the  pres- 
ent year  was  held  at  the  University  of  Pennsylvania,  Philadelphia, 
April  8  to  11,  inclusive.  The  third  conference  was  held  at  the  Win- 
throp  Normal  and  Industrial  College,  Rock  Hill,  S.  C,  April  12  to  15, 
inclusive.     This  was  a  very  successful  meeting. 

The  main  purpose  of  these  conferences  is  to  improve  the  rural  schools, 
and  through  these  agencies  to  improve  rural  life  conditions.  That 
there  is  need  of  improvement  in  these  lines,  it  is  all  too  evident,  for, 
as  President  T.  J.  Coates  of  the  State  Normal  School,  Richmond,  Ky., 
declares :  "The  average  farmer  and  rural  teacher  think  of  the  rural 
school  as  a  little  house,  on  a  little  ground,  with  a  little  equipment, 
where  a  little  teacher,  at  a  little  salary,  for  a  little  while,  teaches  little 
children  little  things."  There  is  no  way  to  exalt  the  rural  schools 
except  by  the  exaltation  of  the  teacher;  there  is  no  way  to  exalt  the 
teacher  except  by  professional  training  and  better  salary. 


School  and  Home  Garden.  It  seems  a  pity  to  cut  any  of  following 
letter  issued  by  the  Bureau  of  Education,  therefore  we  give  it  in  full. 

The  Home  Garden:  Its  Economic  Value  and  its  Relation  to  the 
School  in  Towns  and  Cities.  The  home  garden  as  an  adjunct  to  the 
school  is  not  a  new  idea.  Its  significance  as  a  social,  an  educational, 
and  an  industrial  factor,  however,  is  just  beginning  to  be  appreciated. 
In  most  cities  there  are  hundreds  of  acres  of  land  in  the  form  of  back 
yards  and  vacant  lots  that  might  profitably  be  used  for  the  production 
of  vegetables,  fruits,  and  flowers.  In  these  same  cities  there  are  thou- 
sands of  boys  and  girls  who,  with  proper  guidance,  would  be  willing 
to  utilize  this  nonproductive  land.  Furthermore,  these  same  cities  are 
importing  yearly  thousands  of  dollars  worth  of  vegetables,  fruits,  and 
flowers  that  might  be  raised  within  their  borders,  and  much  of  the 
money  that  is  sent  to  distant  parts  in  payment  for  these  products  might 
be  kept  at  home. 

Industrial  Possibilities :  The  earnings  from  these  garden  activities 
represents  clear  gain,  for  neither  the  land  nor  the  labor  would  other- 
wise be  utilized.  To  put  the  proposition  in  a  more  concrete  form,  let 
us  consider  the  possibilities  in  the!  city  of  "Washington,  a  city  of  331,069 
inhabitants.  The  Thirteenth  Census  Report  shows  that  there  are  some- 
what over  50,000  pupils  in  school  between  the  ages  of  6  and  20  years. 


64  The  Training  School  Quarterly 

Assuming  that  one-tenth  of  this  number,  5,000  pupils,  should  carry  on 
garden  work,  and  that  they  should  make  an  average  profit  of  $10,  the 
result  would  be  a  total  profit  of  $50,000.  This  is  a  very  conservative 
estimate,  both  from  the  standpoint  of  the  possible  number  of  pupils 
who  may  undertake  the  work,  and  from  the  standpoint  of  the  possible 
earnings.  Many  city-school  pupils  have  made  from  $100  to  $200  from 
their  gardens.  With  proper  direction  a  large  number  of  pupils  in 
each  school  should  be  able  to  earn  at  least  $100. 

A  Garden  Survey :  In  order  that  the  various  municipalities  may 
determine  for  themselves  the  local  possibilities,  the  Bureau  of  Educa- 
tion has  prepared  a  suggestive  outline  for  making  surveys.  A  survey 
of  even  one  or  two  school  districts  of  a  city  may  reveal  amazing  possi- 
bilities. 

The  survey  outline  calls  for  information  on  the  following  points : 
Number  of  children  in  each  home  between  the  ages  of  9  and  16  years; 
number  of  boys ;  number  of  girls ;  occupation  of  those  children  during 
the  previous  summer;  income  from  their  work;  amount  of  land  avail- 
able ;  estimate  of  the  value  of  the  products  that  may  be  grown ;  char- 
acter of  soil ;  amount  of  garden  work  being  done ;  who  cares  for  the 
garden;  opportunities  for  raising  fruit,  etc.  A  supply  of  these  forms 
will  be  furnished  upon  request  with  the  understanding  that  the  Bureau 
should  be  supplied  with  a  summary  of  the  results. 

In  so  far  as  facilities  permit,  the  Bureau  specialists  personally  will 
make  a  number  of  surveys  in  representative  areas,  and  will  assist  local 
organizations  in  instigating  the  work  in  any  section.  They  will  also 
suggest  plans  for  garden  enterprises  based  upon  either  a  general  or 
detailed  survey. 

The  Plan :  In  general  the  Bureau's  recommendation  to  schools  re- 
garding home-garden  work  is  to  engage  in  each  graded  school  one 
teacher  who  is  prepared  by  training  and  experience  to  take  charge  of 
the  garden  work  for  the  whole  school.  Such  teacher  should  be  engaged 
for  12  months  and  with  the  understanding  that  she  should  devote  the 
regular  number  of  hours  to  teaching  usual  school  subjects,  and  that  the 
garden  work  should  be  done  after  school  hours,  on  Saturdays  and  holi- 
days, and  during  the  summer  vacation.  (Arrangements  may  be  made 
for  a  short  vacation  during  the  winter.)  The  gardening  teacher  would 
be  the  logical  person  to  teach  such  subjects  as  nature-study,  elementary 
science,  agriculture,  and  hygiene.  Such  a  teacher  will  demand  and 
should  be  paid  a  higher  salary  than  the  regular  teachers.  The  work 
later  may  require  the  services  of  a  special  gardener  to  supplement  the 
efforts  of  the  teacher. 

The  above  plan  in  no  way  interferes  with  the  regular  school  program, 
and  the  only  additional  expense  necessary  will  be  the  difference  in 
salary  between  a  regular  teacher,  employed  for  the  regular  school  term, 


Reviews  65 

and  a  special  teacher,  employed  for  a  full  year.  This  item  of  expense, 
from  the  monetary  standpoint  alone,  is  significant  compared  with  the 
results. 

The  Duties  of  the  Supervising  Teacher:  The  teacher  should  assist 
the  pupils  by  way  of  securing  suitable  land  for  gardens  and  should 
advise  them  with  regard  to  the  size  of  gardens,  keeping  in  mind  the 
experience  and  capabilities  of  the  individual  pupils.  In  a  great  many 
instances  back-yard  gardens  will  be  unavailable,  and  the  teacher  will 
need  to  arrange  for  the  use  of  vacant  lots.  The  vacant  lots  should  be 
leased  for  at  least  one  whole  season  and  a  nominal  rent  paid  to  legalize 
the  agreement.  In  other  cases  it  will  be  necessary  to  go  to  the  suburbs 
and  lease  one  or  more  tracts  of  land  which  may  be  divided  among  the 
pupils.  (In  some  places  trolley  companies  have  given  reduced  rates, 
or  free  transportation,  to  city  pupils  who  conduct  gardens  in  the 
suburbs.)  Under  such  conditions  it  is  well  to  organize  the  pupils  in  a 
sort  of  cooperative  club,  so  that  they  may  join  in  paying  the  expenses 
connected  with  the  rent  of  the  land,  plowing,  fertilizers,  seeds,  etc., 
and  in  the  marketing  of  their  products.  Some  clubs  of  this  kind  have 
borrowed  enough  money  from  public-spirited  citizens  to  pay  for  the 
initial  expenses.  This  amount  may  b"?  retained  from  year  to  year  as 
a  working  fund  and  each  gardener  charged  with  his  share  of  the 
interest  on  the  investment.  The  garden  enterprise,  in  whatever  form, 
should  be  conducted  on  a  business  basis.  The  teacher  should  also  in- 
struct the  pupils  regarding  the  preparation  of  the  land,  planting,  culti- 
vating, harvesting,  and  marketing.  A  small  piece  of  land  at  or  near 
the  school  grounds  is  very  useful  for  the  purpose  of  demonstrating 
methods.  It  should  be  regarded,  however,  as  a  laboratory  rather  than 
a  business  garden.  A  pamphlet  giving  practical  garden  directions  is 
under  preparation  and  will  be  sent  to  all  teachers  interested  in  garden 
work. 

Opportunities  in  Canning:  The  teacher  will  find  that  in  most  sec- 
tions there  is  a  great  opportunity  in  the  canning  of  fruits  and  vegetables, 
and  she  should  be  prepared  to  instruct  the  pupils,  especially  the  girls,  in 
the  cold-pack  method  of  canning,  both  in  tin  and  glass  jars.  This  is 
not  a  difficult  operation  and  any  10-year-old  pupil  may  become  profi- 
cient in  the  work  after  one  or  two  demonstrations.  A  pamphlet  for  the 
use  of  teachers  and  dealing  with  the  subject  of  canning  is  under  prep- 
aration. 

The  Garden  Age:  The  first  and  second  grade  children  are  as  a  rule 
too  young  to  conduct  home  gardens  on  a  business  basis.  They  may  be 
encouraged,  however,  to  grow  some  flowers  at  home,  or  they  may  be 
given  an  opportunity  to  have  a  small  plot  of  either  flowers  or  vegeta- 
bles at  school.  The  school  gardens,  as  commonly  conducted,  would 
5 


66  The  Training  School  Quarterly 

best  be  reserved  for  the  smaller  pupils,  and  should  in  no  way  take  the 
place  of  home  or  vacant-lot  gardens  for  the  higher  grades. 

Most  pupils  after  reaching  the  age  of  8  or  9  years  are  capable  of 
carrying  on  a  home-garden  project,  but  there  is  great  danger  in  their 
attempting  too  much.  The  pupils  of  the  junior  and  senior  high  schools 
should  be  able  to  conduct  garden  enterprises  on  an  extensive  and  profit- 
able basis.  Many  boys  and  girls  under  favorable  conditions  should  be 
able  to  earn  enough  in  this  way  to  give  them  an  opportunity  of  a  high 
school  training  which  otherwise  would  be  impossible.  This  home-garden 
movement  should  go  a  long  way  toward  solving  the  problem  of  elimina- 
tion in  our  schools. 

Kewards  for  Achievement:  In  general  the  usual  pecuniary  returns 
from  good  gardening  should  be  sufficient  incentive  to  bring  out  the 
pupil's  best  endeavors,  but  the  competitive  spirit  is  so  strong  in  boys 
and  girls  that  some  form  of  contest  is  necessary  to  produce  the  highest 
achievements.  Such  contests  satisfy  the  child's  competitive  spirit  in 
much  the  same  way  as  the  common  school  games.  The  practice  of 
offering  money  premiums,  or  expensive  prizes,  should  be  discouraged, 
for  the  reward  in  such  cases  is  likely  to  dominate  the  achievement. 
The  custom  in  many  schools  of  offering  certain  symbols  of  achievement, 
such  as  badges  and  buttons,  is  recommended.  The  plan  should  make 
it  possible  for  a  number  of  pupils  to  win  achievement  badges,  either 
of  uniform  or  varying  grades. 

Conclusions :  Home  gardens  under  school  supervision  are  worth 
while  for  many  reasons,  of  which  the  following  may  be  enumerated : 

1.  They  contribute  to  the  income  of  the  home  and  enable  boys  and 
girls  to  remain  longer  in  school. 

2.  They  utilize  for  productive  purposes  unused  land  and  labor,  and 
thus  contribute  to  the  wealth  of  the  community,  the  State,  and  the 
Nation. 

3.  They  provide  experience  for  boys  and  girls  in  an  occupation  that 
may  be  the  means  of  a  livelihood. 

4.  They  provide  an  exercise  that  vitalizes  school  work. 

5.  They  provide  an  opportunity  for  a  business  experience. 

6.  They  stimulate  industry  by  providing  school  pupils  with  whole- 
some employment,  and  incidentally  save  them  from  the  evils  attending 
idleness. 

7.  They  make  it  possible  for  the  parents  and  neighbors  to  obtain 
fresh  vegetables  and  fruit,  an  advantage  not  usually  appreciated. 

8.  They  necessitate  the  clearing  up  of  back  yards  and  vacant  lots, 
thus  contributing  to  the  hygienic  and  aesthetic  conditions  and  enhanc- 
ing land  values. 


Alumnae 

Louie  Delle  Pittman,  '13,  has  finished  another  successful  year  in  the 
Selma  Graded  School.  Louie  Delle  writes :  "I  am  working  in  a  new 
$45,000  building  that  is  situated  on  a  ten-acre  lot.  It  is  needless  to 
say  that  is  the  biggest  feature  of  our  plant.  We  have  been  trying  out 
the  Departmental  System  this  year.  I  am  very  enthusiastic  about  it, 
as  are  the  other  teachers.  We  have  found  that  it  works  just  fine.  I 
am  afraid  that  I  will  have  a  hard  time  finding  another  superintendent 
like  Mr.  Frederick  Archer,  and  such  a  nice  building  and  community. 
We  think  that  our  school  promises  to  be  one  of  the  leading  schools  in 
the  State  in  a  short  while." 

Mary  Chauncey,  '14,  has  finished  a  most  successful  year  in  the 
Warrenton  graded  school.  The  report  comes,  "Everybody  likes  her 
and  she  is  doing  her  work  well." 


Jessie  Daniel,  '16,  was  principal  of  a  two-teacher  school  at  Currie 
this  winter.  She  taught  a  model  fifth  grade  arithmetic  lesson  and  a 
seventh  grade  geography  lesson  before  a  group  teachers'  meeting  which 
was  held  at  her  school  this  winter.  Jessie  reports  a  most  successful 
year. 

Maude  Anderson,  '15,  has  finished  her  second  year  as  fourth  and 
fifth  grade  teacher  in  the  Falling  Creek  High  School.  Maude's  grades 
gave  a  Fairy  Operetta  for  commencement.  She  has  succeeded  in  con- 
vincing her  superintendent  that  the  Training  School  is  one  of  the  best 
places  from  which  to  get  good  teachers.  Maude  expects  to  attend 
Summer  School  at  Chapel  Hill  this  summer. 


Dinabel  Floyd,  '16,  has  had  a  most  successful  year  as  primary  teacher 
in  the  Orrun  High  School  in  Robeson  County. 


Helen  Daniel,  '14,  has  closed  her  third  year's  work  at  Epsom  High 
School.  President  Wright  delivered  the  commencement  address  at  her 
school,  and  Helen  says,  "My  entire  school  fell  in  love  with  him." 
Helen  attended  Summer  School  at  Chapel  Hill  last  summer  and  has 
planned  a  trip  to  Texas  for  this  summer. 


68  The  Training  School  Quarterly 

Emma  Brown,  '15,  who  taught  primary  work  in  the  Richland  Graded 
School  says  that  they  greatly  improved  the  school  ground  equipment 
and  raised  funds  for  a  library  and  for  song  books  for  the  school. 
Emma  says  that  she  cannot  stay  away  from  the  Training  School  any 
longer,  so  is  going  to  attend  the  summer  session. 


Ila  Daniel  Currin,  '14,  finished  her  third  year's  work  at  the  school 
sbe  has  been  teaching  ever  since  she  finished  school,  and  then  joined 
the  Matrimonial  Bureau.  Ila  says  that  she  knows  she  married  the  best 
man  in  the  world.     She  is  now  living  near  Oxford. 


Sallie  Jackson,  '15,  has  finished  her  second  year  with  the  older  pupils. 
She  has  been  principal  of  a  two-teacher  school  in  Greene  County.  She 
reports  a  most  successful  year. 


Annie  Bishop,  '16,  writes :  "I  taught  primary  work  at  Piney  Grove, 
Beaufort  County,  this  winter.  This  is  a  two-teacher  school  in  a  special 
tax  district.  Part  of  the  building  is  new  and  the  cornerstone  was  laid 
April  5,  1917.  This  is  the  first  thing  of  its  kind  in  Beaufort  County. 
The  school  paid  for  the  stone.  The  money  was  raised  through  box 
parties.  At  Christmas  we  had  an  entertainment  and  a  community 
Christmas  tree.  Every  one  in  the  community  took  part.  We  had  a 
simple  program  for  Washington's  birthday,  and  a  big  entertainment 
for  the  close  of  school." 

Emma  Cobb,  '14,  Clara  Davis  Wright,  '15,  Lila  Prichard,  '13,  Connie 
Bishop,  '15,  Sallie  Jackson,  '15,  Allen  Gardner,  '16,  Trilby  Smith,  '16, 
Bettie  Spencer,  '15,  and  Carrie  Manning,  '14,  attended  the  senior  play, 
April  23.  

Katie  Sawyer,  '15,  after  finishing  her  year's  work  had  a  most  delight- 
ful trip  to  Washington,  D.  C,  where  she  visited  all  the  places  of  in- 
terest. Kate  will  attend  Summer  School  at  Cullowhee  this  summer. 
Leona  Cox,  '15,  is  to  attend  also. 


Mary  Lucy  Dupree  and  Bettie  Pearl  Fleming,  of  the  Class  of  '13, 
who  have  been  teaching  in  DuLj  have  returned  home  and  report  a 
successful  year.  Bettie  Pearl  expects  to  return  next  year.  The  engage- 
ment of  Mary  Lucy  (the  marriage  to  take  place  in  June)  has  been 
announced. 


Alumnae  69 

Janet  Matthews,  '16,  paid  the  school  a  visit  on  her  way  home  from 
Wendell,  where  she  has  been  teaching  during  the  past  year.  She  is 
planning  to  return  next  year  and  will  teach  eight  months  instead  of 
six,  as  she  did  this  year.  She  and  Bessie  Doub,  '14,  who  has  been 
teaching  there  for  some  time,  will  both  attend  the  Summer  School  at 
A.  and  E.  College.  

Edna  Campbell,  '16,  who  has  been  attending  the  George  Peabody 
College  for  Teachers,  will  teach  Primary  Methods  in  the  University  of 
Mississippi  Summer  School,  at  Oxford,  Miss. 


Mr.   Wilson   reports   that  Viola   Gaskins,   '16,   has  been   a   popular 
teacher  in  the  school  at  Falkland.     He  closed  the  school  there. 


Good  reports  have  come  to  the  school  of  Susie  Morgan,  '16,  in  Farm- 
ville.  

Allen  Gardner,  '16,  spent  a  day  at  the  school  this  spring  hunting 
for  an  assistant  from  the  graduating  class.  She  considers  herself  very 
fortunate  that  she  has  persuaded  Ophelia  O'Brian  to  teach  with  her  in 
Lenoir  County. 

Nelle  White,  '16,  spent  some  time  visiting  in  Greenville  after  her 
school,  in  Martin  County,  closed.     She  was  here  for  the  Senior  play. 


Blanche  Lancaster,  '14,  is  teaching  the  fifth  grade  in  the  graded 
schools  of  Kinston.  She  was  among  a  number  who  coached  an  operetta 
there  this  spring. 

Fannie  Lee  Patrick,  '16,  has  had  a  good  year  at  House,  so  Mr.  Austin, 
who  spoke  at  the  close  of  her  school,  reports. 


Carrie  Manning  reports  a  very  successful  year  at  the  Enon  School  in 
Granville  County.  The  Community  Club,  about  which  she  wrote  an 
article  for  the  Quarterly,  is  very  enthusiastic.  The  club  and  the 
school  made  about  $125  during  the  term  in  different  ways,  such  as 
money  made  on  premiums  at  a  fair,  selling  farm  produce,  and  giving 
plays.  The  two  plays  presented  during  the  year  were  "The  Night 
Riders,"  and  "The  Cuban  Spy,"  both  of  which  Carrie  says  are  very 
good  for  club  purposes.     They  are  raising  money  to  pay  for  a  piano. 


70  The  Training  School  Quarterly 

The  following  is  from  one  of  the  daily  papers : 

Averette-Stanfield. — Durham,  March  27. — A  marriage  that  will  be  of  great 
interest  to  their  many  friends  in  this  State  was  solemnized  yesterday  at  5:30 
at  the  Malbourne  Hotel.  The  contracting  parties  were  Miss  Anna  Laura  Stan* 
field  and  Mr.  S.  J.  Averette.  Miss  Stanfield  is  the  beautiful  and  accomplished 
daughter  of  Mr.  and  Mrs.  B.  F.  Stanfield,  of  Leasburg. 

Mrs.  Averette  is  a  graduate  of  the  East  Carolina  Teacher  Training 
School  and  for  the  last  three  years  has  been  one  of  the  teachers  of  a  very 
successful  school  at  Enon,  near  Oxford.  Miss  Carrie  Manning,  of  Pitt  County, 
with  whom  the  bride  has  been  teaching,  accompanied  her,  and  Mr.  Otho 
Daniel,  of  Oxford,  came  with  the  groom  to  Durham. 

Rev.  B.  E.  Stanfield  of  Fairmont,  a  brother  of  the  bride,  spoke  the  solemn 
words  that  made  them  one. 

Mr.  Averette  is  a  very  successful  farmer  and  business  man  and  has  a  large 
circle  of  friends.  The  bridal  party  left  immediately  on  Southern  train  for 
Raleigh  and  the  bride  and  groom  continued  on  for  a  bridal  tour  of  a  few 
days. 


Greenville,  N.  C,  April  28,  1917. 

Deae  Alumnae. — During  the  past  year  I  have  been  principal  of  a  two- 
teacher  school  in  Wake  County.  When  I  tell  you  there  were  ninety-five  pupils 
enrolled,  thirty-two  of  whom  were  in  my  room,  you  can  judge  for  yourself 
that  I  was  a  busy  teacher. 

In  addition  to  other  duties,  I  took  upon  myself  the  responsibility  of  a 
moonlight  school.  For  six  weeks,  Nina  Harris,  the  primary  teacher,  and  I 
taught  this  school  from  6:30  until  9  o'clock  on  Tuesday  and  Thursday  even-* 
ings  of  each  week.  We  enrolled  twenty-one  pupils,  seven  of  whom  were  illit- 
erates. Reading,  writing,  arithmetic  and  spelling  were  taught  to  all.  We 
used  the  State  Bulletin  for  moonlight  school  and  supplemented  this  with 
practical  farm-life  work.  This  work  was  very  beneficial  and  thoroughly  ap- 
preciated by  the  community.    I  shall  always  rejoice  in  what  we  accomplished. 

Another  thing  that  was  helpful  in  gaining  cooperation  was  the  use  of  the 
Babcock  Milk  Tester.  The  school  bought  the  outfit  and  I1  tested  the  milk  of 
most  of  the  cows  in  the  neighborhood.  This  set  the  people  thinking  along  a 
new  line. 

On  Friday,  April  20,  we  had  commencement  exercises.  At  11  o'clock  we 
had  the  playground  program  by  the  children.     This  is  the  program: 

1.  March  from  school  building  to  the  enclosure  on  the  yard. 

2.  Song — America By  the  School 

3.  Welcome  First  Grade  Pupils 

4.  Little  Mothers  Motion  Song By  Small  Girls 

5.  Little  Farmers  Motion  Song By  Small  Boys 

6.  Story — Tar  Baby   Alma  Baker 

7.  Rose  Drill By  Sixteen  Girls 

8.  Song— Old  North  State  By  the  School 

9.  Announcements. 

10.  Reading — Reveries  in  Church Virginia  Ray 

11.  March  into  building. 

After  this  we  had  about  the  most  inviting  thing  of  all,  a  picnic  dinner. 
After  dinner  there  was  a  rally  of  the  Farmers'  Union. 


Alumnae 


71 


In  the  afternoon  we  had  an  address  delivered  by  Supt.  D.  F.  Giles  of 
Raleigh. 

Following  this  address  we  had  a  short  talk  by  our  guest,  Prof.  Quintero,  a 
member  of  the  Board  of  Education  in  Yucatan,  Mexico. 

As  a  bit  of  athletic  sport  there  was  a  match  game  of  baseball  played  be- 
tween the  boys  of  our  school  and  a  team  from  Wakelon  High  School. 

After  the  program  and  the  game,  those  present  were  invited  to  look  over 
the  exhibit  of  school  work  of  the  year  as  it  was  displayed  in  the  two  rooms. 

Thus  ended  my  school  term  in  Union  Level  school  for  the  year  1916-1917. 

Greetings  to  all.    I  am,  Sincerely, 

Grace  E.  Smith. 


Feed  the  Nation  the  President's  Appeal 


1TAKE  the  liberty  of  addressing  this  word  to  the  farmers 
of  the  country  and  to  all  who  work  on  the  farms.  The 
supreme  need  of  our  own  nation  and  of  the  nations  with 
which  we  are  co-operating  is  an  abundance  of  supplies,  and 
especially  of  foodstuffs.  The  importance  of  an  adequate 
food  supply,  especially  for  the  present  year,  is  superlative. 
Without  abundant  food,  alike  for  the  armies  and  the  peoples 
now  at  war,  the  whole  great  enterprise  upon  which  we  have 
embarked  will  break  down  and  fail.  The  world's  food  re- 
serves are  low.  Not  only  during  the  present  emergency  but 
for  some  time  after  peace  shall  have  come  both  our  own  peo- 
ple and  a  large  proportion  of  the  people  of  Europe  must  rely 
upon  the  harvests  in  America.  Upon  the  farmers  of  this 
country,  therefore,  in  large  measure,  rests  the  fate  of  the  war 
and  the  fate  of  the  nations. 

May  the  nation  not  count  upon  them  to  omit  no  step 
that  will  increase  the  production  of  their  land  or  that  will 
bring  about  the  most  effectual  co-operation  in  the  sale  and 
distribution  of  their  products  ?  The  time  is  short.  It  is  of 
the  most  imperative  importance  that  everything  possible  be 
done  and  done  immediately  to  make  sure  of  large  harvests. 
I  call  upon  young  and  old  alike,  and  upon  the  able-bodied 
boys  of  the  land,  to  accept  and  act  upon  this  duty, — to  turn 
in  hosts  to  the  farms  and  make  certain  that  no  pains  and  no 
labor  is  lacking  in  this  great  matter. 

I  particularly  appeal  to  the  farmers  of  the  South  to  plant 
abundant  foodstuffs  as  well  as  cotton.  They  can  show  their 
patriotism  in  no  better  or  more  convincing  way  than  by  re- 
sisting the  great  temptation  of  the  present  price  of  cotton 
and  helping,  helping  upon  a  great  scale,  to  feed  the  nation 
and  the  peoples  everywhere  who  are  fighting  for  their  liberties 
and  for  our  own.  The  variety  of  their  crops  will  be  the  vis- 
ible measure  of  their  comprehension  of  their  national  duty. 

WOODROW  WILSON. 


The  Class  of  1917 

Dear  Keader: — If  you  are  not  interested  in  the  school  life  of  girls 
and  all  that  pertains  thereto,  be  charitable  and  skip  the  next  twenty- 
five  pages.  They  are  filled  with  ideas  of  little  sense  and  much  nonsense 
— thoughts  that  are  indifferent  and  different,  chiefly  different.  Such 
insertions  as  the  one  you  will  find  here  do  not  occur  but  once  a  year, 
and  even  then  the  editor  and  the  business  manager  are  most  careful 
to  limit  the  amount  of  space  given  to  them.  We  know  that  it  is  not 
polite  to  talk  about  ourselves  to  other  people  or  to  talk  about  other 
people  to  ourselves;  however,  we  have  deliberately  broken  both  these 
rules  of  etiquette.  But,  gentle  reader,  you  should  not  forget,  before 
you  pass  too  severe  judgment  on  us,  that  we  have  been  in  strict  bondage, 
some  two,  some  three,  and  some  four  years;  remember  that  this  is  our 
first,  last,  and  only  opportunity  of  giving  partial  expression  to  our 
long  pent-up  feelings. 

It  has  been  impossible,  on  account  of  space,  to  depict  everything  of 
interest  that  has  happened  during  our  career  here,  but  we  have  made 
an  effort  to  give  proper  emphasis  to  the  different  branches  of  our  school 
life  in  a  limited  number  of  pages.  These  have  been  treated  both 
humorously  and  seriously,  and  where  criticism  has  crept  in,  either  favor- 
able or  unfavorable,  we  trust  it  will  be  taken  in  the  right  spirit.  You 
have  found  throughout  the  year  the  serious  side  of  our  school  life  de- 
picted under  the  heading  "Suggestions." 

Those  who  have  written  these  articles  have  perhaps  one  selfish  mo- 
tive in  view:  mainly  to  produce  for  the  Class  of  '17  a  summary  of  the 
activities  and  aspirations  of  this  class  during  the  past  four  years.  We 
can  look  over  it  in  after  years  and  recall  incidents  and  happenings 
which  would  otherwise  never  return  to  our  minds,  but  we  believe  we 
also  had  an  unselfish  motive — to  produce  something  of  interest  and 
enjoyment  for  people  other  than  the  Class  of  1917. 

The  President. 


74  The  Training  School  Quarterly 

Our  Motto 

Esse  Quam  Videri  has  been  our  one  and  only  motto.  But  why  did 
we  choose  these  words  as  our  motto?  Because  we  have  seen  that  our 
"Grand  Old  State"  has  lived  up  to  the  same  motto.  We  cannot  do 
better  than  emulate  her  great  accomplishments.  If  the  words  "Esse 
Quam  Videri"  are  a  suitable  recognition  of  the  honest,  sturdy,  unpre- 
tending character  of  our  people,  why  can't  we,  North  Carolina's  daugh- 
ters, as  the  Class  of  '17,  build  our  lives  on  this  same  motto  that  passed 
the  General  Assembly  of  1893  ? 

Its  meaning  in  English  will  reveal  to  all  what  a  strong  foundation 
we  have  had,  for  the  following  are  the  words  that  have  led  us  in  all  our 
joys  and  sorrows,  "To  be  rather  than  to  seem."  And  if  any  of  us  in 
future  life  should  fail  in  some  undertakings,  may  we  look  back  to  our 
Class  of  '17  and  think  of  the  motto  and  take  heart. 

And  may  we  always  be  able  to  translate  "Esse  Quam  Videri"  in 
actions,  deeds,  and  words,  and  live  up  to  "our  motto,"  which  is  that  of 
the  State  and  of  the  Class  of  '17,  as  "To  be  rather  than  to  seem." 


The  following  are  answered  by  the  names  of  some  members  of  the 
Class  of  1917 : 

1.  What  was  the  most  common  fighting  weapon  used  by  the  ancients? 
Speir. 

2.  What  do  we  sometimes  use  instead  of  a  check  or  money?     Bond. 

3.  Who  is  the  best  cook  in  the  world?     Baker. 

4.  What  is  another  name  for  a  truck  farmer?     Gardner. 

5.  What  do  people  sometimes  ask  of  their  superiors?  Mercer  '(Mercy). 

6.  What  did  I  do  when  you  came  in?     Sawyer. 

7.  What  is  one  of  the  very  common  pieces  of  furniture  used  in  most 
houses  ?     Credle. 

8.  What  is  one  of  the  essentials  a  seamstress  must  have?     Tucker. 

9.  How  do  you  like  rolls  cooked  ?     Brown. 

10.  What  is  the  name  of  one  big  minstrel  in  the  U.  S.  ?     O'Brian. 

11.  What  would  you  do  if  Patrick  hit  you?     Kilpatrick. 

12.  What  would  you  do  if  a  very  good  friend  sent  for  you?     Joyner. 

13.  Who  will  make  the  best  preacher?     Bishop. 

14.  Who  was  the  greatest  American  General  on  the  north  side  during 
the  war?     Grant. 

15.  What  signifies  age?     Whitehead. 

16.  What  did  Isaac  offer  to  God  as  a  sacrifice?     Bulluck. 

17.  How  would  you  treat  a  girl  friend  in  trouble?     Suther. 

18.  What  must  a  blacksmith  always  have?     Sledge. 

19.  Who  discovered  the  North  Pole?     Perry. 


Aspirations  of  the  Class  of  1917 

In  these  pages,  we  the  Paul  Pry's  of  the  class,  hope  to  give  the  reader 
some  insight  into  the  hearts  and  minds  of  our  '17  girls.  They  have  ideals 
and  standards  which  they  have  aspired  to  all  along.  Toward  these  they 
still  strive,  and  for  these  they  will  continue  to  sacrifice  pleasure. 

On  reading  this  you  may  remark  that  they  have  set  the  goal  too  far 
off.  You  will  probably  think  that  these  worthy  ambitions  can  never 
be  realized,  but  remember,  "a  man's  reach  should  exceed  his  grasp  or 
what's  a  Heaven  for?" 

1.  The  one  great  desire  of  Eunice  Hoover's  heart,  whatever  else  she 
may  do,  is  to  continue  to  wear  baby  dresses,  baby  shoes,  curls  and  ribbons 
and  to  remain  always,  the  "Infant"  of  the  class. 

2.  It  is  the  avowed  determination  of  Little  Mae  Whitehead,  Myrtle 
Brendle,  and  Sallie  Franck  to  attend  one  faculty  meeting  at  E.  C. 
T.  T.  S.  so  they  may  participate  in  presenting  and  solving  the  prob- 
lems of  the  school.  We  fear  these  girls  will  replace  the  present  teachers 
of  the  pedagogy  department. 

3.  Viola  Kilpatrick — "Are  Marguerite  Clark  and  Mary  Pickford  dead 
yet !"    "Why  ?"    "Because  I  have  got  to  take  their  places." 

4.  The  only  stimuli  strong  enough  to  make  Fannie  Lee  Speir  draw  her 
breath,  is  that  of  discovering  the  minimum  amount  of  human  effort 
necessary  to  delude  everybody  in  life's  school  into  thinking  her  as  ener- 
getic as  she  has  succeeded  in  making  the  folks  of  E.  C.  T.  T.  S.  believe 
her  to  be. 

5.  The  Chinaman  had  better  look  to  his  rats,  the  South  American 
to  his  snakes,  and  the  African  to  his  flies,  the  supply  of  such  materials 
in  this  country  will  soon  be  exhausted  at  the  rate  certain  girls  of  class 
'17  are  determined  to  pursue  their  search  for  anti-toxins  for  the  follow- 
ing diseases :  Diminutiveness — Agnes  Absher,  Virginia  Suther,  Jennie 
Taylor,  Effie  Baugham,  and  Loretta  Joyner;  dignity,  Ola  Carawan; 
corpulency,  Lou  Ellen  Dupree;  altitude,  Elizabeth  Mercer. 

6.  When  Esther  McNeil  graduates  from  this  school,  she  hopes  to  be 
able  to  take  the  place  of  some  great  designer  of  costumes,  that  she  may 
hereafter  and  forever,  persuade  her  sex  to  wear  loose,  straight-lined 
dresses. 

7.  Diogenes  and  his  lantern  were  nothing  in  comparison  to  Blanche 
Satterthwaite  in  her  search  for  a  school  where  she  may  graduate  in  two 
or  less  years. 

8.  Perhaps  Eula  Pappendick  and  Jessie  Bishop  will  sometimes  find 
cosmetics  which  will  aid  them  in  making  themselves  more  beautiful, 
without  interfering  with  their  making  100  on  all  their  studies  as  they 
so  much  desire. 

9.  To  be  able  to  give  toasts  at  any  time,  on  any  occasion,  on  any  sub- 


76  The  Training  School  Quarterly 

ject,  to  any  gathering,  without  calling  on  the  Lord  in  the  presence  of 
company  to  stimulate  her  memory,  has  long  been  the  end  to  which  May 
Sawyer  is  still  working. 

10.  "My  ambition?  That  of  every  girl,  to  get  married,  and  I  am 
ahead  in  the  1917  race" — Hannah  Cuthrell. 

11.  So  far  as  Bessie  Cason,  Amelia  Clark,  Musa  Harris,  Ada  Credle, 
and  Vermelle  Worthington  are  concerned,  their  specific  and  everlasting 
aim  of  each  is  to  teach,  in  time,  certainly,  in  eternity,  too,  if  the  Angels 
want  to  learn  some  new  methods. 

12.  Will  someone  please  inform  Lucile  Bulluck  that  there  is  nothing 
original  under  the  sun,  save  original  sin,  so  she  may  turn  her  search- 
light in  some  other  direction? 

13.  To  be  so  versatile  in  her  accomplishments  that  she  can  take  part 
in  anything  that  anybody  on  the  face  of  the  earth  might  do,  is  the  pur- 
pose of  Elizabeth  Baker;  also,  to  persuade  the  North  Carolina  Legis- 
lature to  make  an  appropriation  of  $5,000,  to  buy  silver  spoons  for  sou- 
venirs, to  be  given  to  E.  C.  T.  T.  S.  girls. 

14.  Helen  Gardner  will  be  supremely  happy  in  whatever  course  in  life 
she  pursues,  provided  she  is  allowed  to  go  to  bed  at  7.30  every  night 
and  rise  only  after  the  sun  is  high  in  the  sky,  for  her  sole  happiness 
depends  on  the  amount  of  sleep  she  gets. 

15.  If  she  does  the  thing  she  now  considers  most  important,  Mary 
Wooten  will  connect  herself  with  some  furniture  company,  in  order 
that  she  may  help  supply  all  future  school  girls  with  rocking  chairs,  in 
which  they  may  eat,  sleep,  dress,  and  study. 

16.  To  establish  a  post  graduate  course  at  the  Training  School,  so  it 
will  not  be  necessary  to  separate  the  Siamese  Twins  until  1919,  at  least, 
is  the  immediate  purpose  of  Leona  Tucker. 

17.  Martha  O'Neal  and  Buth  Lowder? — Why,  no  ambition — ambi- 
tions are  sinful ! 

18.  "Elliott's  Candy  Palace"  will  be  seen  on  the  shingle  outside  of 
Julia  Elliott's  factory,  in  which  she  herself  will  be  the  sole  employer 
and  employee,  if  her  present  tendencies  find  expression  in  motor-activ- 
ity. As  a  "trust  buster"  she  will  prove  this  principle  of  psychology — 
that  a  habit  can  never  be  broken. 

19.  Perhaps  the  aspirations  of  Flora  Hutchins  and  Agnes  Thompson 
run  too  high  for  our  interpretation,  but  along  whatever  trend,  we  know 
that  their  desire  to  do  as  they  please,  to  change  their  minds  under  no 
conditions,  and  to  dismiss  all  outside  suggestions  which  tend  to  unfix 
some  erroneous  idea  from  their  brain,  will  accompany  their  work.  In 
this  way  they  hope  to  put  down  the  principle  of  "enrichment  of  old 
concepts." 

20.  To  be  a  famous  critic  teacher  in  the  observation  school  at  Teach- 
er's College  in  order  that  she  may  voice  all  her  contrary  suggestions, 
discouragement  to  others,  and  severe  criticism  of  those  under  her  super- 


3   j3 

Dry   ^B                          -"^     V           t.     ■ 

1.  Christine    Johnston 

2.  Elizabeth  Mercer 

3.  Lillie  Mae  Whitehead 

4.  Viola   Kilpatrk-k 

5.  Helen  Gardner 

6.  Flora   Hutehins 

7.  Ola  Carawan 

8.  Jennie  Taylor 


9.  Vivian    Case 

10.  Hannah    Cuthrell 

11.  Ruth  Lowder 

12.  Mary  Wooten 

13.  Wita  A.  Bond 

14.  Myrtle  Brendle 

15.  Alavia  K.  Cox 

16.  Agnes    Thompson 


17.   Vermelle  Worthinglun 


The  Class  of  1917  77 

vision  has  long  been,  according  to  all  appearances,  the  direction  in  which 
Virginia  Sledge's  interests  have  turned. 

21.  Just  dreaming — Ethel  Perry,  "when  dreams  come  true,"  will  have 
reached  the  highest  mark  of  her  specific  aim  in  life. 

22.  Sometimes  in  the  coming  years,  to  find  some  institution  in  which 
they  may,  for  the  entertainment  of  others  or  for  their  own  enjoyment, 
sing  songs  without  tunes,  composed  by  themselves,  is  what  Fannie 
Grant  and  Wita  Bond  devoutly  hope  for. 

23.  If  after  continued  efforts  some  organization  of  either  children  or 
adults  is  found  which  will  follow  all  the  suggestions,  directions,  and 
dictations  given  by  Jennie  McGlohon  she  will  be  satisfied,  at  least  for 
the  time  being. 

24.  Christine  Johnston  and  Myrtle  Lamb  evidently  would  very  much 
like  to  enter  some  establishment  where  their  intense  desire  for  the  latest 
dresses,  hats,  shoes,  and  gloves  will  be  realized,  and,  as  a  consequence, 
they  shall  reign  supreme  so  far  as  wearing  apparel  is  concerned. 

25.  We  think  Hallie  Jones  should  abolish  the  idea  of  teaching  and  get 
a  license  to  preach  instead,  so  she  may  more  emphatically  show  the  moral 
side  of  every  question. 

26.  Since  all  the  girls  of  the  Training  School  will  testify  to  the  fact 
that  there  is  no  rest  or  quiet  when  Alavia  Cox  is  around  on  account  of 
the  unusual  amount  of  noise  and  confusion  which  radiates  from  her 
personage,  we  are  sure  that  in  the  future  no  position  will  offer  a  better 
opportunity  for  her  to  express  herself  than  that  of  an  auctioneer  in  a 
tobacco  warehouse. 

27.  If  anyone  wishes  to  undertake  a  task  which  no  one  else  has  ever 
been  able  to  accomplish,  let  him  attempt  to  help  Sue  Walston  carry 
out  her  one  purpose  in  life,  i.  e.,  to  manufacture  or  discover  a  pair  of 
shoes  large  enough  for  her  to  wear  comfortably. 

28.  In  order  to  prove  her  assertions  on  class  concerning  Civil  Govern- 
ment and  Current  History  and  to  show  that  she  is  not  as  ignorant  on 
these  subjects  as  would  seem  from  the  first  impression,  Mary  Cowell 
would  very  much  like  to  engage  someone  to  instruct  her  along  this  line. 

29.  The  only  one  in  the  1917  class  who  even  thinks  of  ever  taking 
the  Lady  Principal's  place  in  some  college,  so  she  can  be  allowed  to  mete 
out  all  kinds  of  measures  to  those  beneath  her,  just  to  experience  that 
feeling  of  superiority,  is  Vivian  Case. 

30.  To  make  Lizzie  Stewart  happy,  allow  her  to  continue  studying 
at  the  various  schools  in  the  world  until  she  has  succeeded  in  making 
A  1  on  English. 

From  the  above  you  see  that  our  class  is  not  going  out  in  life  without 
specific  aims.  We  hope  they  will  realize  in  the  end  what  are  now  mere 
aspirations. 

We  the  committee  have  partly  voiced  our  ambitions,  the  same  as  those 
of  Paul  Pry,  i.  e.,  to  analyze  and  synthesize  the  characters  and  motive* 
of  all  people  with  whom  we  come  in  contact.  Committee. 


The  Senior  Play 
"The  Rivals" 

CAST    OF    CHARACTERS 

IN  ORDER  OF  APPEARANCE 

Fag,  Servant  to  Captain  Absolute Myrtle  Brendle 

Thomas,  Coachman  to  Sir  Anthony Blanche  Satterthwaite 

Lydia  Languish,  Mrs.  Malaprop's  niece Ruth  Spivey 

Lucy,  Maid  to  Lydia Sue  Walston 

Julia  Melville,  Cousin  to  Lydia Viola  Kilpatrick 

Mrs.  Malaprop,  Guardian  to  Lydia Lizzie  Stewart 

Sir  Anthony  Absolute,  Guardian  to  Julia Flora  Hutchins 

Captain  Absolute,  Son  to  Sir  Anthony Christine  Johnston 

Paulkland,  Fiance  to  Julia  Melville Fannie  Lee  Speir 

Bob  Acres,  Country  Gentleman,  Suitor  to  Lydia Ophelia  O'Brian 

Boy   May  Sawyer 

Sir  Lucius  O'Trigger,  Irish  Baronet,  Suitor  to  Lydia Helen  Gardner 

David,  Servant  to  Bob  Acres Bessie  Cason 

Maid  Agnes  Absher 

The  Greenville  Reflector  in  commenting  on  the  play  said : 

"  'The  Rivals,'  presented  on  April  23  by  the  Senior  class  of  the  Training 
School  to  a  full  house,  was  one  of  the  most  brilliant  dramatic  events  ever 
offered  at  the  Training  School.  That  the  high  standard  set  by  previous 
plays  at  the  school  was  maintained,  is  the  verdict  of  those  who  have  kept  up 
with  the  Senior  plays  from  year  to  year." 

In  the  headlines  appeared :  "The  best  in  the  history  of  the  local  in- 
stitution." 

The  following  is  the  full  report  from  the  Reflector: 

The  cast  was  well  chosen  and  the  actors  entered  into  their  parts  with  the 
spirit  and  ease  that  characterize  the  professional  actor.  The  young  ladies  of 
the  class  became  the  lords  and  ladies  of  the  romantic,  sentimental  period  of  the 
eighteenth  century,  a  day  when  panniers  and  curls  were  used  to  enhance  the 
charms  of  young  ladies,  when  "Thought  was  not  becoming  to  a  young  woman," 
when  men  were  richly  dressed  in  brocades  and  satins,  and  when  there  was 
much  talk  of  "honor"  and  duelling.  It  was  an  aristocratic,  emotional  age, 
when  extravagance  of  dress,  manner,  and  feeling  were  in  order.  The  cos- 
tumes were  rich  and  picturesque,  and  the  interiors  in  the  stage  settings 
were  attractive  and  in  keeping  with  the  age. 

The  audience  followed  closely  the  intricacies  of  the  plot  and  appreciated  the 
finer  points,  especially  the  flashes  of  fun  and  wit.  The  audience  did  not 
seem  to  realize  the  length  of  the  play,  as  their  interest  was  kept  to  a  high 
pitch  until  the  last.  There  was  a  large  crowd  from  the  neighboring  towns 
and  surrounding  communities. 

While  Sheridan  did  not  write  for  an  all-star  cast,  this  performance  was  an 
all-star  performance  if  one  judges  by  the  acting,  for  those  in  the  minor  parts 
played  their  roles  as  well  as  those  in  the  star  parts. 


The  Class  of  1917  79 

Mrs.  Malaprop,  with  "her  select  words  so  ingeniously  misapplied  without 
being  mispronounced,"  was  played  by  Miss  Lizzie  Stewart,  with  a  breeziness 
that  carried  her  audience  with  her,  and  tew  of  the  choice  bits  of  word  twisting 
that  have  made  Sheridan  famous  were  lost  on  the  audience. 

Miss  Ruth  Spivey,  as  the  romantic,  sentimental  Lydia  Languish,  who  ac- 
cording to  her  aunt,  Mrs.  Malaprop,  was  as  headstrong  as  an  "allegory  on  the 
banks  of  the  Nile,"  was  very  pretty  inded,  and  the  audience  did  not  blame  the 
men  in  the  play  for  being  rivals  for  her  hand. 

The  part  of  Captain  Jack  Absolute,  often  under  the  assumed  name  of  En- 
sign Beverly,  was  played  by  Miss  Christine  Johnston  with  a  dash  and  ease 
that  is  rarely  found  in  an  amateur  actor,  much  less  when  a  young  lady  at- 
tempts to  play  the  role  of  a  man.  Her  acting  was  remarkable  in  that  she  did 
not  even  seem  to  lose  the  part  she  was  playing,  even  when  she  was  for  a 
moment  in  the  background. 

The  rages  of  Miss  Flora  Hutchins  as  Sir  Anthony  Absolute  as  he  domi- 
neered over  his  son,  and  the  changes  from  hot  to  cold  gave  the  audience  a 
vivid  picture  of  that  violent  age  when  a  man  spoke  as  he  thought  and  felt. 

Miss  Ophelia  O'Brian  played  remarkably  well  the  difficult  part  of  Bob 
Acres,  the  gallant,  rough  and  ready  country  gentleman,  who  had  little  use  for 
swords  and  duelling. 

Another  difficult  part  well  played  was  that  of  Sir  Lucius  O'Trigger,  the 
Irish  baronet,  played  by  Miss  Helen  Gardner. 

Miss  Viola  Kilpatrick,  as  Julia,  .he  cousin  of  Lydia,  played  her  part  very 
well  indeed.  She  and  Lydia  in  their  confidential  scenes  made  very  pleasing 
pictures. 

Miss  Fannie  Lee  Spier,  as  Paulkland,  made  an  excellent  contrast  to  Miss 
Johnston  as  Capt.  Absolute,  and  she  and  Miss  Kilpatrick  made  the  minor 
love  story  stand  out  for  itself. 

Those  who  took  the  parts  of  servants  played  their  parts  with  as  great 
polish  and  spirit  as  did  those  who  took  the  leading  roles.  Miss  Bessie  Cason, 
as  David,  did  some  of  the  best  acting  of  the  evening. 

The  setting  for  the  play  was  the  charming  and  attractive  sitting  room 
of  the  eighteenth  century.  Wood  scenery,  supplemented  by  trees  and 
vines,  was  used  for  the  outdoor  scenes.  The  costumes  for  all  of  the 
characters  were  rented  from  a  professional  costumer.  They  were  very 
handsome  and  made  the  characters  stand  out  as  the  true  lords  and  ladies 
of  that  period. 

By  means  of  various  methods  of  advertising  the  play  was  kept  continu- 
ally before  the  eyes  of  the  public.  Some  posters  which  were  character- 
istic of  the  play  were  used  but  the  class  broke  away  from  the  precedent 
of  conventional  posters  and  used  comic  ones  which  seemed  to  attract 
more  attention  than  the  other  kind.  Handbills  and  posters  were  sent 
to  all  nearby  towns  and  distributed  about  Greenville.  Many  personal 
letters  were  written  to  the  Alumnae,  and  the  girls  who  lived  near  Green- 
ville wrote  to  their  friends  telling  them  about  the  play.  In  this  way 
the  whole  community  became  interested  in  the  play  and  as  a  result  there 
was  a  full  house. 

The  class  cleared  more  on  this  play  than  any  previous  class  has  made; 
this  was  due  in  part  to  the  class  adviser,  Mr.  Meadows,  who  deserves 


80  The  Training  School  Quarterly 

great  credit  for  his  management  of  the  play.  Miss  Muffly,  who  has 
coached  so  many  of  the  plays  never  deserved  greater  praise  for  her  work ; 
she  was  ably  assisted  by  Miss  Maupin. 

Between  acts  Miss  Lida  Hill  played  to  entertain  the  audience.  A 
chorus  from  the  class  sang,  "Drink  To  Me  Only  "With  Thine  Eyes,"  and 
Virginia  Suther  sang,  "When  the  Dew  is  on  the  Clover."  Those 
who  sang  in  the  chorus  were:  Lou  Ellen  Dupree,  Elizabeth  Baker, 
Hannah  Cuthrell,  Alavia  Cox,  Amelia  Clark,  Hallie  Jones,  Ruth 
Lowder,  Myrtle  Lamb,  Ada  Credle,  Elizabeth  Mercer,  Martha  O'Neil, 
Ethel  Perry,  Eula  Pappendick,  Mary  "Wooten,  and  Mary  Cowell. 

The  marshals  for  downstairs  were:  Jessie  Bishop,  chief;  Effie 
Baugham,  Virginia  Sledge,  Leona  Tucker,  Nannie  Mac.  Brown,  "Wita 
Bond  and  Julia  Elliott ;  for  upstairs :  Eunice  Hoover,  Vermelle  Worth- 
ington,  Musa  Harris,  and  Vivian  Case. 

Jennie  McGlohon  was  chairman  of  the  advertising  committee,  and 
Esther  McNeil  sold  tickets. 

Those  who  took  up  tickets  downstairs  were :  Lillie  Mae  Whitehead, 
Ola  Caravan,  Jennie  Taylor,  and  Loretta  Joyner ;  upstairs,  Fannie 
Grant  and  Agnes  Thompson. 

Lucile  Bulluck,  president  of  the  class,  and  Sallie  Franck  were  stage 
managers. 

//  We  Were  Different 

1.  I  strongly  disapprove  of  casing.  It  is  the  greatest  menace  to  the 
20th  century  girl  that  I  know  of.  L.  Tucker. 

2.  I'm  so  thankful  I  didn't  get  any  mail — especially  from  Tarboro. 

N.  M.  Brown. 

3.  Girls,  I'm  so  distressed.  I  weigh  five  pounds  less  than  I  did  this 
time  last  week.  L.  Dupree. 

4.  I'm  so  tired  of  men !  Their  proposals  are  getting  so  stale  and 
boring.  M.  Harris. 

5.  Sure  thing  I'm  not  going  to  study  a  lesson  tonight.  I'm  going  to 
write  to  my  sweetheart.  E.  Hoover. 

6.  I  like  to  study  and  recite  history  better  than  any  other  lesson.  I 
just  wouldn't  stay  here  if  I  had  to  drop  it.  M.  "Wooten. 

7.  I  do  think  it  is  perfectly  awful  to  waste  two  whole  weeks  for 
Christmas  holidays.     I  do  wish  they  would  abolish  that  custom. 

F.  Hutchins. 


1.  Ada  Credle 

2.  Bessie  Cason 

3.  Fannie  Grant 

4.  Esther  McNeill 

5.  Martha  O'Neal 

6.  Lou  Ellen  Dupree 

7.  Blanche   Satterthwaite 

8.  May  Sawyer 


9.  Eunice   Hoover 

10.  Musa  Harris 

11.  Julia    Elliott 

12.  Amelia  Clark 

13.  Ethel  Perry 

14.  Ruth  Spivey 

15.  Elizabeth    Baker 

16.  Mary     Cowell 


17.   Sallie  Franck 


Entertainments 

Christmas  Party  to  the  "B"  and  "F's" 

After  the  regular  business  meetings  of  the  classes,  on  Saturday  even- 
ing, December  16,  1916,  the  Senior  Class  entertained  their  sister  classes, 
the  "B's"  and  "F's." 

The  Christmas  colors  were  used  as  decorations.  The  guests  began 
arriving  about  8  :30  o'clock.  They  were  met  at  the  top  of  the  stairs,  on 
the  right,  by  Misses  Leona  Tucker  and  Virginia  Sledge,  and  on  the  left, 
by  Misses  Lucile  Bulluck,  president  of  the  class,  and  Christine  Johnston. 
Each  guest  was  given  a  minature  "Santa  Claus."  They  were  then  shown 
into  the  Y.  W.  C.  A.  Hall  where  a  few  minutes  were  spent  in  getting 
thoroughly  acquainted.  It  was  the  business  of  each  Senior  to  go  among 
the  crowd  and  see  that  everybody  knew  everybody  else  and  was  having 
a  good  time. 

A  bell  was  then  tapped  by  Miss  Julia  Elliott,  who  invited  the  guests 
into  the  recreation  hall  and  asked  them  to  be  seated.  In  one  end  of  the 
room  there  were  desks  and  chairs;  the  audience  guessed  that  a  school 
was  to  follow.  They  were  not  held  in  suspense  long,  for  a  little  girl, 
evidently  the  teacher's  pet,  came  in  and  put  some  flowers  on  her  desk. 
The  other  pupils  came  in  with  buckets,  baskets,  and  books.  Miss  Lillie 
Mae  Whitehead,  under  the  assumed  name  of  "Miss  Elzala  Doolittle," 
carried  out  the  part  of  a  "country  school  teacher"  to  perfection.  Mr. 
Wilson  and  Mr.  Austin  were  carried  back  to  their  early  school  days, 
when  the  teacher  sharply  cracked  the  youngsters  over  their  heads  and 
announced  that  the  next  four  pages  would  be  their  lesson  for  the  follow- 
ing day  and  they  must  be  sure  to  know  every  word  of  it.  The  audience 
observed  Miss  Doolittle  teach  a  lesson  in  hygiene  and  sanitation,  a 
spelling  match,  and  a  reading  lesson.  She  announced  that  the  county 
superintendent  was  coming  to  visit  their  school  and  they  would  give  the 
program  which  was  practiced  the  Friday  afternoon  before.  Miss  Ola 
Carawan,  as  "Mr.  Do-all,"  took  the  part  of  the  superintendent.  After  the 
program,  which  consisted  of  poems  and  songs  given  by  the  children,  he 
made  a  short  talk  to  the  children  in  which  he  commended  Miss  Elzala 
for  her  excellent  work  in  the  school  and  community.  The  children  were 
dismissed  a  half  hour  earlier  because  they  had  been  "so  good,"  as  Miss 
Elzala  said. 

The  guests  were  then  invited  into  the  hall  where  the  following  stunts 
were  given :  Picking  up  peas  with  a  toothpick,  eating  marshmallows 
on  a  string,  wrestling  on  one  foot,  potato  race,  the  broad  grin,  and  eating 
crackers.  Each  stunt  counted  so  many  points  for  the  two  classes  par- 
ticipating. The  B  class  had  the  greater  number  of  points.  A  music 
6 


82  The  Training  School  Quarterly 

box  was  presented  to  Miss  Rena  Harrison,  president  of  the  class.  Miss 
Eleanor  TJzzell,  president  of  the  F  class,  was  presented  the  booby,  a  red 
ball. 

A  delightful  salad  course  was  served  by  the  "school  children."  Mr. 
Meadows  then  read  a  beautiful  Christmas  story,  and  everybody  went 
home  declaring  that  they  had  the  best  time  they  ever  had  and  that 
Christmas  was  really  here  again. 

"D's"  and  "F's"  Entertained  by  "B's" 

The  "B"  or  second  year  Academic  class,  entertained  its  sister  classes, 
the  Seniors  and  "F's,"  on  Saturday  evening,  February  17,  with  a  very 
delightful  valentine  party. 

The  halls  on  the  third  floor  of  the  administration  building  were  at- 
tractively decorated  with  red,  green,  and  blue,  the  Valentine  colors, 
potted  plants  and  pennants  representing  the  three  classes.  The  guests 
were  met  at  the  top  of  the  stairs,  on  the  right  by  Miss  Rena  Harrison, 
president  of  the  class,  and  Misses  Eva  Outlaw  and  Lois  Hester;  on  the 
left  by  Misses  Jewel  High,  Zelota  Cobb,  and  Vera  Bennett;  they  were 
given  either  a  cupid  or  a  heart  with  the  date  on  it.  They  were  shown 
to  the  punch  bowl,  where  they  were  served  by  Misses  Catherine  and 
Maude  Lister. 

After  lingering  in  the  hall  for  a  few  minutes  to  be  sure  that  every- 
body knew  everybody  else,  the  guests  were  next  ushered  into  the  recrea- 
tion hall,  where  members  from  each  class  took  part  in  an  "Arrow  Con- 
test." Mr.  Meadows,  the  Senior  class  adviser,  was  declared  the  most 
skilled  at  this  art  of  shooting  at  hearts  and  received  as  a  prize  a  very 
attractive  little  dog,  which  he  hopes  will  help  him  in  his  hunting 
expeditions  next  fall.  This  was  followed  by  a  recitation,  "Cave's  Court- 
ship," by  Miss  Maude  Lister. 

Miss  Rena  Harrison,  president  of  the  class,  proposed  a  toast  to  the 
Seniors  and  "F's"  which  expressed  the  delight  of  the  "B's"  in  having 
their  sisters  as  their  guests  for  the  evening. 

The  guests  drew  numbers  from  a  box  which  aided  them  in  securing 
partners  for  a  "Heart  Contest."  They  were  given  papers  and  pencils 
and  told  to  write  a  "yell"  making  an  acrostic  of  the  word  "Heart." 
Misses  Ethel  Perry  and  Thelma  Bryant  wrote  the  best  yell  and  were 
given  a  very  attractive  picture  as  a  prize.  This  was  followed  by  a  dance, 
the  Virginia  Reel,  given  by  Misses  Ethel  Stancell,  Jessie  Lano,  Vera 
Bennet,  Lyda  Tyson,  Ina  McGlohon,  Lois  Hester,  Vivian  Hudnell,  and 
Annie  Gray  Stokes. 

While  a  delightful  salad  course  was  being  served  by  members  of  the 
class,  Miss  Ethel  Stancell  sung  "The  Little  Gray  Home  in  the  West." 
The  evening  passed  quickly  with  much  fun  and  merriment  for  all  and 
just  as  the  guests  were  saying  good-night  Miss  Ola  Caravan  gave  a 


The  Class  of  1917  83 

toast  to  the  "B's"  and  "F's."  Miss  Towney  Patterson  responded  to  this 
by  giving  a  toast  to  the  "D's"  and  "B's."  All  went  home  declaring  they 
had  never  had  a  hetter  time. 

Senior  Team  Entertained  by  "B"  Team 

The  "B"  basketball  team  entertained  the  Senior  team  and  its  class 
adviser  on  the  evening  after  the  last  game  of  the  tournament,  from  6 :45 
to  7  :30,  on  the  second  floor  of  the  administration  building.  The  hall 
was  decorated  with  the  pennants  and  banners  of  the  two  classes.  The 
guests  were  welcomed  at  the  door  by  a  yell  of  "Rahs."  The  first  enter- 
tainment of  the  evening  consisted  of  a  "county  contest,"  the  prize  being 
awarded  to  Ruth  Spivey,  captain  of  the  Senior  team  and  Lizzie  Stewart. 
After  this,  original  riddles  were  asked,  while  cake  and  punch  were  being 
served.  All  the  guests,  with  pardners  from  the  "B's,"  then  went  into 
the  domestic  science  room  and  toasted  marshmallows  over  the  gas. 
Several  toasts  were  given.  The  crowd  then  reassembled  in  the  outer 
hall,  brought  all  of  their  chairs  close  together,  turned  out  the  lights  and 
told  ghost  stories  the  remainder  of  the  time.  The  guests,  after  having 
spent  a  very  enjoyable  evening,  left  amid  many  "Rahs"  from  their 
sisters. 


The  following  are  answered  by  the  names  of  some  member  of  the 
faculty : 

1.  What  part  of  the  sun  do  we  like  the  most?     Ray. 

2.  What  town  near  us  is  on  ~N.  and  S.  ?     Wilson. 

3.  What  class  adviser  is  as  green  as  grass?     Meadows. 

4.  What  is  the  most  provoking  task  we  all  have  to  perform?     Waitt. 

5.  What  does  a  man  need  to  wear  around  his  neck  in  cold  weather? 
Muffly  (Muffler). 

6.  What  man  in  history  do  Southerners  hate?     Sherman. 

7.  What  man  in  history  do  Southerners  respect  and  love?     Davis. 

8.  What  elevation  of  land  is  nearest  like  a  mountain  ?     Hill. 

9.  What  man  did  she  like  best  of  all?     Herman  (Her  man). 

10.  What   ideal  do  we  always  have  conflicting  with  wrong-doing? 
Wright. 

11.  What  kind  of  flour  is  most  wholesome?     Graham. 

12.  What  do  we  look  for  when  we  are  tired?     Comfort. 

13.  In  what  would  you  want  to  be  strong  in  order  to  be  able  to  join  in 
athletics  ?     Armstrong. 


Our  Christmas  Bazaar 

We,  as  Seniors,  were  very  anxious  to  raise  all  the  money  we  could 
this  year,  in  various  ways,  to  let  go  for  some  good  purpose.  Back  in 
the  fall,  in  thinking  over  some  of  the  ways  of  raising  this  money,  a 
bazaar  was  suggested.  This  met  with  the  approval  of  the  entire  class, 
and  so  we  decided  to  have  it  just  before  school  closed  for  the  Christmas 
holidays,  in  order  to  give  the  students,  and  faculty  members  an  oppor- 
tunity to  buy  some  of  their  Christmas  presents.  This  was  a  great  con- 
venience to  all,  for  any  one  could  get  her  presents  ready  made,  and  for 
the  same  price  or  cheaper  than  she  could  have  purchased  them  at  the 
store. 

Each  member  of  the  class  took  an  active  part  in  getting  something 
ready  for  the  bazaar.  Some  made  only  one  thing,  and  some  made  three 
or  four  things,  just  as  she  had  the  time  and  money  to  spend  for  such 
a  purpose.  There  was  a  quantity  of  hand  work,  such  as  center  pieces, 
pin  cushions,  small  aprons,  towels,  chamois,  tatting  medalions,  bags  of 
various  kinds,  and  some  smaller  pieces  of  clothing.  Also  many  little 
Christmas  toys,  such  as  small  dolls,  animals  of  various  kinds,  and  jump- 
ing-jacks  were  sold.  A  quantity  of  good  candy  was  also  sold  with  great 
rapidity. 

The  room  in  which  we  had  our  bazaar  was  decorated  with  the  Christ- 
mas decorations.  A  white  cloth  was  hung  across  one  side  of  the  room 
on  which  was  pinned  the  handwork ;  and  at  the  top  of  this  cloth  there 
was  a  wreath  of  holly,  and  small  bits  were  pinned  about  over  it.  In 
two  of  the  corners  there  were  stands,  one  from  which  the  toys  were  sold, 
and  the  other  one  the  candy.  Both  of  these  were  also  covered  with  ever- 
greens, and  there  were  other  pieces  of  evergreens  about  the  room  which 
made  a  very  pretty  effect  with  some  red  mixed  about  with  it. 

Owing  to  the  pleasure  and  success  of  our  bazaar,  we  feel  as  though  it 
was  a  good  thing,  and  it  was  something  in  which  each  member  took  a 
part. 

Encouraged  by  the  success  of  the  bazaar,  different  members  of  the 
class  have  made  candy  from  time  to  time,  and  sold  it  to  the  girls  on 
Saturday  afternoons. 


1.  Myrtle  Lamb 

2.  Virginia  Sledge 

3.  Agnes   Absher 

4.  Loretta  Joyner 

5.  Effie  Baugham 

6.  Fannie  Lee  Speir 

7.  Leona  Tucker 

8.  Sue   Walston 


9.  Virginia  Suther 

10.  Jennie    McGlohon 

11.  Lueile  Bulluck 

12.  Lizzie    Stewart 

13.  Eula  Pappendick 

14.  Jessie    Bishop 

15.  Hallie  B.  Jones 

16.  Nannie  Mack  Brown 


17.   Ophelia  O'Brian 


The  Ten  Minutes  Before  Class 

"The  ten  minutes  before  classes  should  be  spent  in  preparation  for 
the  next  class."  

Psychology  Room — V.  Su.  (springing  on  the  high  stool).  "Begin  to 
make  the  connection  and  association  between  our  previous  recitation 
and  this  during  the  ten  minutes  before  class." 

L.  B.— Have  you  comprehended  the  deep  thought  of  our  lesson?  If 
so  you  may  preside  as  leader  and  help  to  solve  the  problem  which  has 
been  left  with  us." 

V.  SI.  (skilled  in  the  art  of  drawing  and  loath  to  settle  down  to  prob- 
lem solving). — "I  shall  proceed  to  sketch  on  the  blackboard."  (She 
draws  the  graduating  dresses,  the  loving  cup,  pictures  of  her  beloved 
classmates,  A.  A.  and  L.  S.).  (As  the  rightful  leader  takes  the  chair  all 
slip  into  their  seats  quite  dignified  and  absorbed  in  "the  assigned  prob- 
lem in  Psychology.")  

Primary  Methods  Room — (The  class  goes  in  and  is  immediately 
attracted  by  the  play  houses,  sand  tables,  and  clay  models.  All  go 
around  the  room  carefully  examining  them). 

1ST.  M.  B. — "Through  much  labor  we  became  acquainted  with  the  'pos- 
sibilities' of  the  Swiss,  Dutch,  Indian,  and  Eskimo  people.  We  remem- 
ber that  some  of  the  preparatory  work,  although  showing  wonderful 
'possibilities,'  seems  rather  'far-fetched.: 


7  ?J 


Science  Room. — (Each  sniffing  as  she  enters).  M.  L. — "What  kind 
of  chemical  odor  is  this?" 

M.  B. — "It  is  S02  which  the  "B"  class  has  been  using  to  bleach  blue 
violets."    "Oh,  I  don't  object  to  it  at  all.    Isn't  it  delightful?" 


School  Management  Room. —  (Before  the  bell  rings).     H.  C. — "What 
practical  problem  of  the  teacher's  life  are  we  going  to  solve  today?" 
H.  G. — "By  what  means  are  we  going  to  solve  it?" 
V.  W. — "Just  use  Pedagogy  and  common  sense." 
N".  R. — "Girls,  we  had  better  get  quiet,  he  is  coming." 


Math.  Room. — (Teacher  present — girls  very  quiet  and  dignified  enter, 
each  going  to  her  respective  place).  M.  S. :  "Can  we  multiply  inches 
by  inches  and  get  square  inches?" 

R.  L. — "No,  she  explained  that  a  few  days  ago.  Don't  you  remember 
it?" 


86  The  Teaining  School  Quabtekly 

History   Room- — (The   day   after   Miss   Rankin   entered    Congress). 

J.  T.— "Did  Miss  Rankin  faint?" 

M.  C. — "Why  do  you  think  the  Germans  are  ahle  to  continue  their 
fighting?" 

V.  C. — "Will  all  of  our  brothers  and  fathers  have  to  go  to  war?" 

(Bell  rings). — These  are  interesting  topics  to  discuss,  but  the  young 
ladies  now  give  their  undivided  attention. 


Drawing  Room — (Girls  go  in  and  are  attracted  by  the  basketry  mak- 
ing).    A.  C. — "I  wish  she  would  teach  us  to  make  baskets." 

L.  B. — "She  will  teach  us  out  under  the  trees  some  afternoon." 


Cooking  Laboratory. — (Girls  enter  the  room  and  immediately  do  the 
assigned  housekeeping  duty).  W.  B. — "How  many  inches  do  we  place 
the  spoons  and  forks  from  the  edge  of  the  table?" 

L.  B. — "Do  you  go  the  left  or  the  right  of  a  person  when  you  are 
serving  them?" 

(Bell  rings)  :  "We  will  have  to  do  some  rapid  work  during  the  first 
part  of  the  lesson  today."  

Music  Room. — (Girls  enter  singing  and  skipping).  W.  B. — "What 
are  we  going  to  sing  today?" 

F.  G. — "Do  you  think  she  will  have  us  sing  our  solos  today?" 

"Girls,  get  your  songs  ready.  She  is  going  to  have  each  of  us  sing  a 
solo  today." 

(Every  one  begins  practicing  before  the  period  begins  with  quaky 
and  trembly  voices).  

English  Room  on  the  first  floor. — (The  Dl  section  enters  the  room  just 
after  chapel  and  immediately  assemble  around  the  teacher's  stool  and 
begin  to  ask  questions). — O.  O. :  "Should  we  clap  when  we  have  a  ser- 
mon or  a  religious  song  in  chapel?" 

J.  T. — "Did  you  say  you  would  help  me  with  my  article?" 

L.  P.  T  —  "Or  application?" 

F.  L.  S. — "Would  it  be  all  right  to  teach  Hamlet  in  the  grades?" 

O.  O. — "What  do  you  mean  by  those  'curious  long  tailed  arrows'  here 
between  the  lines  in  my  theme?" 


English  Room  on  the  second  floor. — (D2  section  teacher — rather  busy 
at  desk.)  (Students  enter  the  room  carrying  on  a  general  conversa- 
tion.) M.  L. :  "Do  you  think  he  will  take  up  the  written  reproduction 
today?" 

V.  C. — "I  wouldn't  be  surprised  if  he  doesn't." 

A.  C. :  "We  will  'pause'  a  few  minutes  now  to  copy  the  outline  from 
the  board  before  discussing  it."     (Bell  rings.) 


A  Midnight  Feast 


Scenario. 

Scene  1. — "Buying  the  Eatables." 

In  the  afternoon  a  group  of  girls  go  down  to  buy  the  eatables.  In  a 
grocery  store  they  try  to  decide  what  they  want  while  an  amused  clerk 
offers  suggestions.  Whereupon  they  buy  pickles,  cakes,  bread,  cans,  etc., 
and  come  out  laden  with  bundles. 

Scene  2. — "There's  Many  a  Slip." 

Upon  reaching  the  campus  they  hide  their  bundles  under  wraps  and 
in  sleeves,  so  that  when  they  pass  the  lady  principal  in  a  corridor  of 
the  dormitory  she  looks  at  their  innocent  faces  and  little  thinks  the 
mischief  they  are  up  to. 

Scene  3. — "All  is  Safe  at  Last." 

The  girls  rush  to  their  rooms  and  store  the  things  away  in  bureau 
drawers,  closets,  hat  boxes,  and  even  under  the  bed. 

Scene  4. — "Nightfall." 

When  the  lights  go  out  the  lady  principal  goes  up  and  down  the  cor- 
ridors to  see  that  all  is  quiet.  After  she  passes  each  door  the  girls  bob 
their  head  out  and  wave  at  each  other  until  she  starts  back  again.  Then 
they  go  to  bed  as  usual  and  lie  awake  in  their  beds  until  twelve  o'clock. 

"Come  on,  its  twelve  o'clock." 

The  clock  strikes  twelve  and  the  six  girls  steal  out  in  the  corridor 
where  they  all  meet.  Then  they  go  off  into  the  room  where  the  food  has 
been  hid,  and  begin  preparations  for  the  feast. 

Scene  5. — "The  Feast." 

Candles  are  lighted.  The  table  is  cleared  of  books  and  a  towel  is 
spread  upon  it,  while  the  food  is  brought  forth.  Sandwiches  are  made 
and  as  there  is  some  dressing  left  over  they  can  not  find  anything  to 
put  it  in.  Some  pick  up  soap  dishes,  hair  receivers  and  the  like,  while 
one  goes  out  after  her  pin  tray. 

"My  Ivory  Pin  Tray  will  hold  the  dressing." 

Hastily  returning  with  it  in  her  hands  she  stealthily  opens  the  door 

"Hush !  Here  comes  the  night  watchman." 

All  the  girls  scramble  to  the  window  to  see  the  night  watchman  pass- 
ing by  their  window;  just  as  he  gets  right  under  the  window  one  of  the 
girls  lets  slip  a  giggle.    He  hears  it  and  looks  up,  but  sees  nothing,  and 


88  The  Training  School  Quarterly 

after  pausing  a  few  minutes,  lie  goes  on  his  way,  much  to  the  relief  of 
the  girls,  who  continue  with  their  preparations.  Soon  the  table  is 
spread,  the  candles  are  placed  on  it,  and  they  draw  up  boxes  and  chairs 
to  begin  the  feast.  In  doing  this  the  tray  of  dressing  is  knocked  from 
the  table  but  is  hastily  recovered  as  it  gets  no  further  than  one  of  the 
girl's  lap.  The  feast  now  begins  in  earnest.  They  eat  and  chatter 
merrily  until  some  one  says, 

"Scoot !     There's  somebody  coming !" 

Then  they  all  scatter,  two  get  under  the  bed,  one  behind  the  bureau, 
two  in  the  closet,  while  one  gets  in  bed  and  pretends  to  be  asleep.  All 
is  quiet  for  about  five  minutes,  when  one  by  one  they  steal  out  from 
their  hiding  places.  They  again  light  the  candles  and  continue  their 
feast. 

Scene  6. — "The  President  Arrives  on  the  One  O'Clock  Train." 

About  this  time  the  one  o'clock  train  pulls  in  and  off  steps  the  presi- 
dent of  the  school.  When  he  alights  from  the  carriage  at  his  own  door 
he  sees  a  light  in  one  of  the  rooms.  On  looking  more  closely  he  sees 
figures  moving  about  in  it.  Hailing  the  approaching  night  watchman 
he  points  it  out  to  him  and  bids  him  go  and  report  the  affair  to  the  lady 
principal. 

Scene  7. — "An  Unwelcome  Visitor." 

Still  the  feast  goes  on.  A  toast  mistress  is  elected  who  takes  her  glass 
and  standing  in  the  middle  of  the  bed  gives  a  toast,  while  the  others 
clink  their  glasses,  and  drink  with  her.  But  just  here  the  door  opens, 
and  in  walks  that  lady  herself,  holding  up  her  hands  in  holy  horror. 

"Girls !    Girls !    What  on  earth  do  you  mean  ?" 

And  before  a  single  one  can  hide  she  gets  the  name  of  every  girl  in 
the  crowd. 

"Report  at  my  office  after  lunch  tomorrow." 

After  sharply  reproving  and  even  shaking  some  she  hustles  each  one 
off  to  her  own  room.  Coming  back  later  to  the  room  in  which  the  feast 
was  held  she  takes  everything  to  eat  that  is  left  and  dumps  it  into  the 
waste  basket.  She  then  stands  by  until  the  girls  humbly  get  into  bed. 
Whereupon  she  takes  their  candles,  matches,  etc.,  and  haughtily  marches 
out  of  the  room. 

Scene  8. — "Lady  Principal's  Office." 

The  next  afternoon  six  dejected  girls  make  their  way  to  the  office  of 
the  lady  principal  where  they  receive  a  sharp  lecture,  wound  up  by 
"You  are  under  restrictions  for  a  solid  month." 


Senior  Groups 


The  Tree-Planting 

The  Class  President  with  the  Cup  The  Captain   of  the  Basket-Bull  Team   with   the   Cup 

The  Adviser  of  the  Senior  Class  and  the  Adviser  of  the  Sister  Class,  '19,  with  the  Cup 

The  Basket-Ball  Team 
In  the  Midst  of  the  Game 


The  Class  of  1917  89 

Scene  9. — "Restbicted." 

Several  days  later  the  girls  who  are  not  allowed  to  go  down  town,  go 
to  the  edge  of  the  campus  with  two  other  girls,  who  are  going  shopping. 
They  look  very  melancholy  as  the  other  girls  leave  them  and  cry  out, 
"Please  do  bring  us  an  ice  cream  cone." 

When  they  return  with  the  cones  the  six  restricted  girls  run  and  get 
them.  Whereupon  they  sit  down  and  eat  them,  and  count  on  their 
fingers  the  days  before  the  month  is  up. 


Ads — It  Pays  to  Advertise! — Try  It! 

1.  Wanted — To  make  people  consider  me  the  most  interesting  con- 
versationalist. H.  Jones. 

2.  Wanted — To  know  the  art  of  being  "cute."  A.  Absheb. 

3.  Rewabd — Will  someone  tell  V.  Sledge  how  she  can  get  along  with- 
out working  so  hard? 

4.  Lost — "My  curling  irons."  C.  Johnston. 

5.  Wanted — Something  to  say.  H.  Cuthbell. 

6.  Wanted — To  know  why  all  the  Seniors  in  our  class  have  a  "beau" 
except  me.  O.  Cabawan. 

7.  Baeoains — Wholesale  bargains  offered  daily  by  Bishop  and  Pap- 
pendick  Grocery  Co. 

8.  Wanted — To  make  people  know  and  understand  that  I  went  to 
the  State  Normal  at  Greensboro  and  my  picture  was  in  the  annual. 

E.  McNeil. 

9.  Wanted — To  know  if  she  can  be  in  the  receiving  line  at  the 
Junior-Senior  reception.  A.  Thompson. 

10.  Lost — Fannie  Grant  in  an  elevator  at  Tunstall's. 

11.  Wanted — To  drop  Arithmetic  and  take  Math. 

L.  M.  Whitehead. 

12.  Wanted — Unlimited  popularity.  O.   O'Bbian. 

13.  Found — A  letter  between  W.  Dormitory  and  Administration 
Building  beginning  "Dear  Sue"  and  signed  "Ed."  Owner  call  in  library 
and  receive  the  same. 

14.  Wanted — A  Senior  ring.  T.  White. 

15.  Notice — Rooms  33  for  rent  during  the  summer  months.  Apply 
to  L.  Bulluck. 

16.  Wanted — A  remedy  for  awkwardness.  E.  Mebceb. 

17.  Fob  sale — Dimples.  V.  Sutheb. 

[Continued  on  page  93] 


The  History  Class  of  '17  in  Athletics 

The  class  of  '17,  the  winners  of  the  cup  for  basketball  for  two  years, 
are,  it  is  safe  to  say,  champions  in  athletics.  It  has  on  its  team  this  year 
four  girls  who  were  among  the  number  of  the  27  little  "A's."  These 
four  girls  have  been  on  the  class  team  each  year. 

During  the  four  years  of  our  work,  two  of  academic  and  two  of  pro- 
fessional, the  class  has  made  for  itself  an  enviable  reputation  for  its 
accomplishments  and  leadership.  Its  members  have  developed  initiative 
and  independence,  and  have  ever  been  ready  to  contribute  to  all  whole- 
some school  activities. 

The  class  has  emphasized  the  fact  that  "all  work  and  no  play  makes 
Jack  a  dull  boy."  It  is  true,  we  were  timid  at  first,  but  our  "winning 
ways"  soon  took  us  to  the  head  of  the  line — a  place  our  sisters  of  '13 
left  for  us.  The  athletic  association  was  organized  November  10,  1913, 
at  the  beginning  of  our  "A"  year.  The  class  of  1913  had  left  the  key 
to  their  dear  little  "A's,"  to  unlock  the  door  to  all  knowledge  and  vic- 
tory. We  have  used  this  key  each  year  since  we  received  it  and  still 
have  it  in  use.     We  shall  leave  it  for  our  sisters,  the  class  of  1919. 

During  our  entire  "A"  year,  sustained  interest  was  shown  in  all  forms 
of  athletics.  We  were  small  and  could  not  walk  far,  so  that  accounts 
for  our  not  being  champions  in  cross-country  walking.  But  what  class 
has  made  the  championship  in  anything  the  first  year.  In  tennis  we 
worked  hard  and  played  in  the  tryout  games.  But  our  chief  interest 
even  from  the  first  was  in  basketball.  Although  we  were  not  in  the 
final  game  we  continued  to  play  our  best.  Victory  came,  as  it  has  come 
every  time  to  the  odd  class,  the  class  of  '15,  our  sisters. 

When  we  were  "busy  B's,"  we  played  on.  We  then  had  two  basketball 
teams,  a  number  of  tennis  players,  a  captain  ball  team,  and  many  were 
interested  in  walking. 

On  Thanksgiving  a  match  game  of  tennis  was  played.  Of  course  the 
Juniors  played,  but  who  was  to  play  with  them?  Mighty  Seniors? 
Way,  the  "B's"  won  a  place  in  the  match  game.  The  Juniors  were  vic- 
torious, but  we  did  not  give  up,  for,  in  January  the  class  teams  for  the 
basketball  tournament  were  posted.  Imagine  the  delight  among  us  when 
we  found  it  was  between  the  "B's"  and  "D's"  ('15-'17).  We  were  proud 
of  it,  but  it  would  never  do  for  us  to  play  against  our  dear  sisters,  so 
we  played  the  tie  off  and  the  Juniors  won.  It  is  not  necessary  to  tell 
that  the  class  of  '15  won  the  first  two  games,  the  cup,  and  the  champion- 
ship this  year,  for  the  "odds"  are  always  at  the  head  of  the  line. 

It  was  during  this  year  the  League  decided  to  give  a  cup  for  the  other 
activities — captain  ball,  walking,  and  tennis  combined — but  as  this  was 
the  first  year,  the  cup  was  not  awarded. 


The  Class  of  1917  91 

As  Juniors,  we  returned  ready  for  what  was  to  come  to  us,  with 
plenty  of  high  school  students  enthusiastic  in  athletics,  our  27  grew 
to  87.  We  had  four  teams  in  basketball  this  year.  We  played  twice  a 
week  every  week  the  weather  would  permit.  We  lost  only  one  game  the 
whole  year.  It  came  time  for  the  Thanksgiving  game.  We  were  already 
missing  our  '15  sisters,  but  the  class  of  1919  was  standing  by  our  side. 
The  game  was  between  Juniors  and  Seniors.  The  Juniors  won,  the 
score  being  13-5.  There  was  true  sportsmanlike  spirit  shown  on  both 
sides.  The  two  teams,  Junior  and  Senior,  were  entertained  the  follow- 
ing Monday  by  the  Junior  class.  The  spirit  for  basketball  did  not  die, 
for,  in  January,  the  Juniors  and  Seniors  played  the  tournament  games. 
Each  year  we  play  the  best  two  out  of  three  games  for  the  cup.  How 
many  games  were  played  last  year  ?  Three  ?  Nay,  two.  How  many  the 
year '16?  Three?  Nay,  two!  What  did  this?  The  "winning  ways"  of 
the  little  "A's"  of  '17.  It  seemed  as  though  it  might  be  on  the  habit 
basis.  We  had  used  the  key  which  the  class  of  1913  left  and  it  has 
proved  successful  so  we  could  use  it  again  in  1916-'17. 

The  tennis  tournament  was  played  in  May  between  Juniors  and 
Seniors,  but  we  were  defeated  by  the  Seniors. 

This  year  here  we  are  as  51  Seniors  still  enthusiastic  in  athletics.  A 
new  activity  in  athletics  was  put  in  this  year.  Ophelia  O'Brian,  '17, 
has  charge  of  it.  General  playground  games.  The  girls  have  taken 
a  great  interest,  and  enjoyed  playing  very  much.  In  the  fall  Ophelia 
worked  up  a  demonstration  of  playground  games  for  the  teachers  of 
Pitt  County. 

"When  a  habit  is  good  stick  to  it."  That  is  what  we  have  been  doing 
in  our  Senior  year,  and  did  Thanksgiving.  We  won  the  Thanksgiving 
game  over  the  Juniors  in  basketball,  the  score  being  16-6.  They  took 
the  defeat  well,  as  was  evidenced  by  the  fact  that  they  entertained  the 
Senior  team  in  the  afternoon. 

The  tournament  was  postponed  this  year  on  account  of  the  vaccinated 
arms  and  bad  weather;  but  when  we  played,  we  played.  The  games 
were  held  on  March  28th,  29th  and  31st.  This  was  the  first  time  three 
games  had  ever  had  to  be  played,  both  teams  worked  hard,  but  the 
regular  guards  and  substitute  guard  of  the  Juniors  could  not  keep  our 
three  regular  forwards  from  making  the  goal.  The  Seniors  won  the  first 
game,  the  score  being  12-9,  the  Juniors  won  the  second,  with  a  score  of 
5-6 ;  and  who  won  the  third  ?  Who  has  always  won  ?  "Odds,"  yes,  the 
Seniors,  the  score  being  9-3.  When  the  cup  was  presented  by  President 
Wright  after  the  game,  he  expressed  great  pleasure  at  having  to  present 
the  cup  twice  to  the  same  class,  stating  that  this  was  the  first  time  he 
had  had  the  pleasure  of  presenting  it  to  the  same  class  for  two  succes- 
sive years.     Owing  to  the  absence  of  Mr.  Wright  in  1915,  Mr.  Wilson 


92 


The  Training  School  Quarterly 


presented  it  to  the  class  of  '15.  The  Senior  team  was  entertained  in 
the  evening  by  the  "B"  team,  our  sisters  of  '19. 

The  trial  games  for  tennis  are  being  played  now,  the  Seniors  and 
Juniors  being  the  classes  to  play  in  the  tournament.  These  contests 
are  being  held  just  as  The  Quarterly  goes  to  press,  so  that  the  results 
can  not  be  given.  The  Volleyball  Tournament  is  also  being  played  while 
this  is  in  the  press.     But  every  one  knows  where  the  victory  lies. 

We  are  sorry  that  we  shall  have  to  leave  so  soon,  but  we  shall  come 
back  next  year  and  see  the  "nineteeners"  carry  on  the  tradition  that  the 
"odd"  classes  have  so  well  established. 


[Continued  from  Page  89] 

It  Pays  to  Advertise 

18.  Wanted — To  know  how  to  make  grass  grow  on  the  front  campus. 

Mr.  Wright. 

19.  Lost  ! — L.   Joyner.     Finder  please  return  to   E.   Baugham   and 
receive  reward. 

20.  Who'll  apply? — Will  some  one  consent  to  give  M.  O'Neal  cas- 
ing lessons? 

21.  Lost — Between  rising  bell  and  first  breakfast  bell — beauty  sleep. 
Finder  please  return  to  F.  L.  Speir. 

22.  Wanted — Some  one  to  hold  an  umbrella  over  me  while  I  work 
in  my  garden.  M.  Cowell. 

23.  Wanted — To  fill  a  hundred  pages  in  the  Quarterly. 

L.   Bulluck. 
S.  Walston. 


>-3 


The  Staff 

My  purpose  is  to  give  a  brief  history  of  the  staff  during  its  stay  in 
the  Training  School. 

This  very  interesting  object  made  its  first  appearance  in  this  school 
when  the  class  of  1912  presented  a  staff  to  the  class  of  1913  to  be  hidden 
during  the  following  year.  This  was  at  class  day  exercises  in  1912,  and 
the  above  mentioned  staff  which  very  closely  resembled  a  carnival  cane 
was  accepted  by  the  class  of  '13. 

In  1913  the  staff  was  hidden  and  the  Junior  class,  the  class  of  '14,  in 
spite  of  their  attempts  to  find  it,  were  unsuccessful. 

In  '14,  the  '15  class,  because  of  its  perseverance,  patience,  and  wisdom, 
did  succeed.    This  gave  the  class  of  '15  sufficient  cause  to  be  proud. 

In  '15  the  '16  class  was  unsuccessful,  of  course,  and  as  much  may  be 
said  for  the  class  of  '17  in  its  effort  to  find  the  staff  in  '16.  Perhaps 
this  is  the  reason  that  the  class  of  '16  advised  the  class  of  '17  not  to 
accept  the  staff  when  it  would  be  presented  to  them  at  class  day  exer- 
cises. Regardless  of  +his  recommendation,  the  staff,  which  was  now  a 
new  one,  was  accepted  and  hidden  by  the  present  Senior  class.  The  class 
of  '18  declined  to  look  for  the  staff  this  year. 

In  June,  the  class  of  '17  will  return  this  staff  to  its  original  owners, 
the  class  of  '12.  Probably  the  staff  will  not  be  accepted  when  it  is  pre- 
sented to  the  next  class,  as  the  '18  class  looks  upon  the  staff  as  being 
objectionable. 

The  class  of  '17  believes  that  the  custom  of  hiding  the  staff  is  a  good 
thing  to  keep  alive  a  spirit  of  friendly  rivalry  between  the  Junior  and 
Senior  classes. 


What  We  Have  Gained  From  the  Training  School 

As  the  time  has  come  for  us  to  leave  we  realize  the  deep  affection  we 
hold  for  this  school,  the  campus,  the  buildings,  the  halls,  and  especially 
the  faculty  and  students.  Although  we  are  indeed  glad  the  time  has 
come  for  us  to  go  out  into  our  own  State  and  begin  the  work  for  which 
we  have  been  prepared,  we  are  saddened  to  think  that  in  leaving  this 
school,  we  are  leaving  behind  the  guiding  hand  of  our  leaders  and  that 
instead  of  relying  upon  them,  now  we  must  become  the  leaders  who  will 
shape  the  young  lives  that  are  intrusted  into  our  keeping.  Probably 
some  of  our  classmates  and  friends  we  will  never  see  again,  but,  while 
we  may  be  widely  separated,  we  know  that  we  have  made  many  perma- 
nent friends  not  only  with  those  in  our  own  class  but  with  the  students 
of  other  classes  as  well;  there  will  always  exist,  however,  a  peculiar 
bond  between  us  of  the  same  class.  We  are  glad  that  we  have  spent 
the  two,  three,  or  four  years  here  in  training,  although  sometimes  we 
have  been  discouraged,  feeling  that  our  work  was  too  hard  and  that  those 
ideals  we  wished  to  gain  could  never  be  realized. 

"Was  it  worth  while?  We  have  given  these  years  of  our  time,  work, 
and  talent,  what  did  we  get  in  exchaange?  Was  it  a  spirit  of  careless- 
ness, or  one  of  high  ideals  and  service?  It  would  be  difficult  to  select 
and  express  accurately  and  adequately  the  most  valuable  things  we  have 
gained  from  the  East  Carolina  Teachers  Training  School. 

The  meaning  of  habit  formation  is  one  of  the  important  factors  we 
have  gained.  We  have  learned  psychologically  that  the  result  of  almost 
everything  we  do  is  controlled  by  our  habits  and  that  in  teaching  we 
should  work  to  that  end.  That  is,  the  teacher  herself  should  have  the 
correct  habits  and  then  in  place  of  the  bad  habits  of  the  pupils  she 
should  help  them  to  form  the  right  ones  and  should  not  rest  until  that 
thing,  whatever  it  may  be,  has  been  made  automatic. 

As  students  we  have  gained  the  habit  of  punctuality.  "On  time 
every  time"  is  one  of  the  mottoes  of  the  president,  and  this  is  provided 
for  by  a  definite  schedule  that  the  students  and  faculty  are  required  to 
keep.  Not  only  is  this  for  class,  but  the  number  of  hours  we  are  to 
sleep,  when  we  must  go  to  our  meals,  and  in  fact,  everything  we  do  must 
be  done  on  schedule  time,  even  entertainments  begin  at  "8  :30  sharp." 

We  have  learned  the  value  of  time,  how  necessary  and  vital  it  is  that 
we  should  conserve  our  time  in  every  possible  way.  Never  before  have 
the  twenty-four  hours  of  each  day  seemed  insufficient  to  accomplish  the 
necessary  work  and  play  of  our  school  life.  Each  minute  seems  to  fly 
away  more  rapidly  than  the  preceding  one  and  sometimes  we  wonder 
where  our  time  has  been  spent.  But  usually  we  find  we  have  not  been 
concentrating  all  our  thought  and  energy  upon  the  one  subject  that  is 
before  us  or  that  some  of  the  time  was  wasted  upon  things  of  less 
importance. 


The  Class  of  1917  95 

We  have  gained  such  moral  habits  as  that  of  respecting  the  rights  of 
others,  of  giving  each  student  a  fair  showing,  of  seeing  both  sides  of  a 
question  before  giving  our  opinion,  and  of  having  the  proper  respect 
and  care  for  public  property — all  of  these  and  other  important  princi- 
ples have  been  instilled. 

In  forming  the  habit  of  correct  study,  we  have  gained  many  princi- 
ples that  will  never  lose  their  value  for  us  as  teachers.  We  have  thrown 
aside  the  old  theory  that  learning  is  memorizing  and  we  do  not  expect 
to  tax  our  pupils  as  we  have  been  taxed  in  the  past,  with  excess  memory 
work.  We  have  also  learned  that  before  any  problem  is  given  to  a 
student  or  a  group  of  students,  there  should  be  a  desire  or  a  need  felt 
for  that  problem  and  also  it  should  touch  his  life  or  interests. 

Another  important  factor  is  self-confidence.  Although  some  of  us 
have  not  sufficiently  learned  this,  we  have  improved  so  much  over  our 
former  selves  that  we  could  barely  be  recognized  as  the  same  persons. 
Some  of  the  members  of  the  class  have  so  developed  their  personalities 
that  they  have  been  fitted  for  leaders  in  country  communities,  while 
other  members  are  not  suited  for  leadership.  There  is  some  consolation 
in  the  old  idea  that  it  takes  a  well-educated  person  to  be  a  good  follower 
as  well  as  it  does  to  be  a  leader.  But  is  there  one  that  cannot  be  a 
leader  in  some  line? 

Especially  has  our  practice  teaching  been  a  valuable  experience  to 
each  member  of  our  class.  We  were  able  to  see  and  also  to  put  into 
operation  the  correct  principles  and  methods  of  teaching.  We  feel  that 
observation  work  was  extremely  helpful. 

We  have  gained  as  a  class,  we  hope,  the  respect  and  friendship  of 
both  the  faculty  and  the  students. 

The  greatest  thing  that  we  have  absorbed  during  our  stay  is  the  spirit 
of  service.  The  motto  of  the  school  is  "to  serve"  and  this  is  not  only 
a  motto  but  an  habitual  practice. 

All  our  teachers  practice  this  motto,  for  there  is  never  a  time  when 
they  are  too  busy  to  hear  and  help  some  student  with  her  problems. 
They  are  not  working  for  money  (for  no  one  that  teaches  school  or  is 
preparing  to  teach  school  expects  to  get  rich  at  this  profession),  but  they 
are  working  because  they  love  their  work  and  feel  that  they  are  accom- 
plishing more  good  for  others  and  for  their  Master  in  this  profession 
rather  than  in  some  money-making  profession. 

We  have  heard  many  talks  about  serving,  co-operating  and  working 
with  the  community  that  you  are  thrown  in,  giving  all  the  time  that 
you  can  spare  to  every  organization  that  is  uplifting,  and  we  have  been 
urged  to  be  helpful  in  every  possible  way. 

Our  seeing  and  coming  in  contact  with  people  of  this  school  who 
practice  this  unselfishness,  has  caused  us  to  absorb  some  of  these  prin- 
ciples. This  spirit  and  attitude,  if  carried  in  our  future  work,  should 
help  us  toward  success. 


S.  W. :    "I  thought  you  took  Home  Nursing  last  year." 
V.  S. :    "I  did,  but  the  faculty  encored  me." 

N.  M.  B. :     "Did  you  ever  take  chloroform?" 
M.  L.:     "No,  who  teaches  it?" 

E.  Mc. :     "I  don't  think  I  deserve  zero." 

Miss  D. :     "That's  as  low  as  I  am  permitted  to  give." 

A.  A. :     "What  books  have  helped  you  most  ?" 

V.  S. :     "The  ones  I  didn't  read ;  they  saved  my  time." 

L.     S.:     "What  is  a  hypocrite?" 

0.  C. :     "A  person  who  goes  to  psychology  with  a  smile  on  his  face." 

New  Girl:     "What  denomination  are  you?" 
Junior :     "Oh !    I'm  taking  Junior  work." 

Mr.  M. :     "Fools  ask  questions  wise  men  can't  answer." 
Senior :     "That's  the  reason  I  fell  so  flat  on  exams." 

L.  J. :     "When  I  have  memorized  a  page  of  outline  I  can  close  my 
eyes  and  still  see  the  page." 

S.  F. :     "So  can  I,  but  its  all  blank  verse." 

Junior:     "Who  is  Ty  Cobb?" 

R.   F. :     "I   really   don't   know   much    about   those   North   Carolina 
politicians." 


Scenes  from  "The  Rivals" 


The  Class  of  1917  97 

Mr.  A.:     "What  is  the  difference  in  April  1775  and  now?" 
L.  B. :     "About  200  years  difference." 

E.  H. :     "What  is  infantry  ?" 

J.  T. :     "The  younger  generation  of  men." 


A. 
B. 
A. 

yet." 


"Oh,  I'm  so  cold." 

Isn't  there  any  heat  in  your  room  ?" 

"No,  I've  had  my  feet  over  the  transom  and  they  aren't  warm 


Senior :     "Are  we  going  to  have  ice  cream  for  dinner  ?" 
Junior:     "Yes,   I  just  saw  it  written  on  the  schedule"    (meaning 
menu). 

What  Others  Think  of  Us 

Following  are  some  remarks  which  will  tell  you  what  the  officers, 
faculty,  and  others  think  of  the  class  of  nineteen  hundred  and  seventeen : 

Pees.  Wright — "The  best  class  we  ever  had." 

Mb.  Spilman — "First-class  financiers." 

Mrs.  Beckwith    (when  she  is  pleased) — "Good  children."     (When 
otherwise.)     "Foolish  daughters." 

Dr.  Laughinghotjse — "A  healthy  lot." 

Miss  Beaman — "Very  considerate,  as  they  take  up  neither  my  time 
nor  my  aspirin  tablets." 

Miss  Ross — "Chatter-boxes." 

Miss  Jones — "Businesslike." 

Mrs.  Jeter — "Dear,  and  wasteful." 

Mr.  Wilson — "Sensationless." 

Miss  Muffly — "Mocking  birds." 

Miss  Ray — "They  are  full  of  possibilities,  though  they  may  seem 
far-fetched." 

Mr.  Austin — "Lacking  in  that  sense  without  which  all  other  sense 
is  nonsense." 

Miss  Armstrong— "Splendid  artists — especially  on  subjects  relating 
to  cows." 

Me.  Underwood — "A  jolly  bunch." 

Miss  Davis — "Real  teachers  of  history." 

Miss  Lewis — "The  perspective  of  the  class  is  pleasing — at  a  distance." 

Miss  Comfort — "Hard  to  manage  in  athletics." 

Miss  Graham — "They  are  real  problems." 

Miss  Maupin — "They  certainly  do  not  hurt  themselves  studying." 

Miss  Waitt — "Far  behind  the  Class  of  1916." 

Miss  Hill — "Very  harmonious." 

Miss  Fahnestock — "Rather  noisy." 
7 


98  The  Training  School  Quaeteely 

Miss  Sherman — "Too  dignified." 

Miss  Jenkins — "A  terrible  class  in  comparison  with,  my  Juniors." 
Miss  Heeman — "No  hope  for  them." 
Me.  Meadows— "Equal  to  the  Class  of  1913." 

The  Ceitic  Teachees — "There  will  never  be  any  more  like  them." 
"A's"— "Very  wise." 
"B's" — "Everything  good-angels." 

Junioes — "Inconsiderate  and  overbearing  to  under  classmen." 
"F's"— "An  authority  on  all  things." 

The  People  of  Geeenville — "Always  quiet,  except  on  special  occa- 
sions." 

Fates — "Impossible  to  conquer." 

May  Sawtee,  '17. 

Calendar 

1916 

Sept.        26 — Old  girls — osculation. 

27 — New  girls — matriculation. 
Oct.  8 — Society  initiation.    The  goats  and  greasy  poles  of  the  new 

girls'  dreams  made  a  reality. 
9 — Seniors  begin  teaching  in  the  practice  school. 

17 — Seniors  give  an  order  for  their  class  rings. 

20 — Nothing  doing — cloudy  weather. 

21 — Anxiety  among  the  Seniors — their  class  rings  have  not 
arrived. 
Nov.        17 — Senior  tree-planting. 

27 — Thanksgiving  german. 

28 — Thanksgiving  basketball  game — burial  of  the  Juniors. 
Dec.         14 — Order  for  the  Senior  rings  countermanded. 

15 — North  Carolina  day. 

17 — Senior  bazaar. 

22 — Smiles !    A's  looking  for  Santa  Claus. 

Calendar 

1917 

Jan.  5 — Work  begins — enough  said. 

27 — Senior  chapel  exercises — James  Whitcomb  Riley 

22 — Excitement  in  the  music  department — musical  concert  by 

Mr.  George  F.  Boyle. 
23 — A  new  order  made  for  the  Senior  rings. 
24 — Beware !     Seniors  are  "traveling"  tonight. 

.   ..,  >..  KVfi      ' 
......    .*.■■  ..v^  - 


The  Class  of  1917  99 

Feb.  1 — First  day  of  a  new  month. 

20 — Holiday — girls  go  to  Ealeigh. 

23 — Mail  flooded  with  letters  from  A.  &  M. 

26 — Just  a  blue  Monday. 
Mar.         23 — Seniors  begin  their  career  as  farmers. 

24 — Intersociety  debate — Poes  won. 

25 — New  hats  go  to  church. 

31 — Seniors  win  the  loving  cup. 
April  3- — Panic ! !    Three  bells  ring — Mr.  Wright  only  wants  to  give 

the  combinations  for  the  new  postoffice  boxes. 
6 — "War  declared. 
7 — Junior  class  banner  lost. 

19 — Mr.  Wright  returns  from  an  out  of  town  visit. 

20 — Junior  class  banner  found. 

21 — 0  joy!    The  Senior  rings  have  come. 

23— Senior  play— "The  Kivals." 

25 — New  word  aaded  to  the  Senior  vocabulary — "graduation." 
May         20 — Preparation  for  final  exams. 

22 — Still  cramming. 

28— Eeports!  !  ! 
June  6 — Climax — graduation. 


THE  RAGGED  ROBIN 


Reminder  of  a  time  so  dear, 
Attendant  of  the  peaceful  spring, 
Gift  of  the  gods  to  please  and  cheer, 
Graceful  and  pure,  your  petals  bring 
Eternal  joy.   Your  blossoms  blue 
Do  always  tell  us  to  be  true. 

Reveal  to  us  thy  hidden  power; 
O  make  us,  in  the  testing  hour, 
Both  wise  and  good,  sweet  little  flower. 
Inspire  us  with  a  love  for  beauty, 
Nor  let  us  leave  the  path  of  duty. 


School  Activities 

Classes 

The  classes  have  all  been  busy  during  the  last  quarter.  The  activi- 
ties of  the  Senior  Class  are  included  in  their  department. 

The  Opeka,  Eobin  Hood 

An  arrangement  of  the  opera  "Eobin  Hood,"  by  Reginald  DeKoven, 
was  given  by  the  Junior  Class  on  April  2.  A  report  of  this  is  given 
among  the  School  Notes.  This  is  the  most  ambitious  free  performance 
ever  given  by  a  class  to  the  school  public. 

Junior  Assemblies — the  School  Journal 

The  School  Journal,  a  paper  to  be  published  occasionally  by  the 
Junior  Class  or  any  other  class  who  wishes  to  take  it  up,  was  presented 
on  March  1st.  This  is  one  of  the  chief  contributions  of  the  class.  The 
first  issue  was  especially  interesting,  as  its  purpose  was  to  feature  the 
trip  to  Raleigh,  and  the  General  Assembly. 

Miss  Elizabeth  Evans,  Business  Manager,  announced  that  the  class 
would  present  a  paper,  the  name  of  which  would  be  thrown  on  the 
screen.  Immediately  sixteen  girls  arose  and  taking  their  respective 
places,  held  in  order  the  letters  which  made  known  the  name,  "T-H-E 
S-C-H-O-O-L  J-O-U-R-N-A-L." 

After  this  Miss  Evans  gave  the  purpose  of  the  paper  and  read  the 
table  of  contents  which  was  as  follows : 

PAGE 

The  High  Cost  of  Coughing  1 

Katie  Lee  Matthews 

The  World  of  Moving  Events 2 

Clellee  Ferbell 

A  Glance  Over  the  Whole  School  4 

Jessie  Howaed 

Editorials :     6 

The  President  and  Congress 
Contributed  Articles 
Inter-Society  Debate 
The  Legislature  and  the  Suffrage  Bills 
Elsie  Morgan 

The  Legislature  from  a  Junior's  Point  of  View 8 

Willie  Jackson 
Our  Trip  to  Raleigh 10 

Thelma  White 
Wit  and  Humor  of  Our  Girls 13 

Ruth  Cooke 


102  The  Training  School  Quarterly 

Fashion  Notes   14 

Lula  Ballance 
Ads. 

Sadie  Thompson 

The  other  section  of  the  class  presented  the  second  number  the  next 
week  on  March  10.  This  special  historical  number  was  for  the  purpose 
of  marking  the  tenth  anniversary  of  the  real  beginning  of  the  school, 
and  to  celebrate  the  bond  issue  passed  by  the  Legislature  that  week, 
which  we  believe  marks  a  new  birth  in  the  history  of  the  school.  The 
particular  purpose  was  to  review  briefly  the  growth  of  the  school  during 
its  first  decade.  The  articles  which  the  issue  contained  showed  us  very 
plainly  that  its  growth  has  been  marvelous  and  that  no  school  in  North 
Carolina  has  ever  had  such  a  history  of  achievement  in  so  short  a 
period,  and  with  the  spirit  which  exists  both  in  the  faculty  and  in  the 
student  body,  and  with  the  $200,000,  the  school  promises  to  be  much 
greater  at  the  end  of  its  next  decade. 

One  of  the  most  interesting  features  connected  with  this  issue  was  an 
exhibition  of  photographs  of  the  faculty,  the  different  classes,  the 
Y.  W.  C.  A.,  the  basketball  teams,  the  buildings,  and  the  campus,  all 
taken  at  various  times  since  the  establishment  of  the  school.  These 
were  arranged  in  the  front  hall  of  the  Administration  Building  so  that 
all  who  wished  to  could  easily  see  them.  This  proved  to  be  a  great 
benefit  as  well  as  a  pleasure  to  the  students  who  had  no  idea  of  the 
first  days  of  the  school. 

Miss  "Willie  Wilson,  the  manager  of  this  number,  announced  the  pur- 
pose of  the  special  number  of  The  School  Journal,  and  that  there  would 
be  an  exhibition  of  "original  photographs,  portraits,  and  cuts,"  and 
then  read  the  table  of  contents,  which  was  as  follows: 

Front  Cover — Quotations  from  Pres.  Wright.    Read  by  Bess  Tillet. 

Frontispiece — The  two  founders,  Governor  Jarvis  and  Mr.  Ragsdale. 
(Their  portraits  were  hanging  on  opposite  sides  of  the  stage.) 

Editorials — Annie  Bridgman 

The  Purpose  of  This  Issue. 
School  Spirit. 
Forecasting  the  Future. 

Articles : 

The  Beginnings  of  the  School Gladys  Hendebson 

Tribute  to  James  Lawson  Fleming Gladys  Hendebson 

Tributes  to  William  Henry  Ragsdale Sophia  Coopeb 

Sketch  of  Governor  Jarvis May  Renfeow 

Reminiscences  of  the  First  Year Helen  Lyon 

Beginnings  of  the  School  Activities Fannie  Bishop 

Facts  and  Figures Bessie  Richardson 

Advertisement  of  the  School Estelle  Jones 


School  Activities  103 

The  "B"  or  Second  Yeae  Academic  Class 

This  class,  in  assembly  period  on  April  5,  gave  a  patriotic  program, 
which  was  one  of  the  most  spectacular  and  interesting  of  this  kind  ever 
held  at  the  Training  School. 

The  exercises  were  indeed  spirited  and  inspiring,  since  it  was  so 
appropriate  to  the  present  crisis  in  our  country's  history.  Everything 
centered  around  the  flag.  The  stage  was  decorated  with  flags,  and  the 
whole  student  body  wore  little  flags,  which  were  given  out  to  them  by 
the  class. 

The  class  marched  in  and  found  its  place  on  the  stage  by  military 
orders  given  by  its  class  adviser,  Mr.  H.  E.  Austin.  Miss  Rena  Harri- 
son, president  of  the  class,  conducted  the  religious  exercises,  and  then 
gave  a  short  introductory  talk  explaining  the  program.  The  entire 
school  then  sang  "Columbia,  the  Gem  of  the  Ocean."  "Our  Heritage,"  a 
well  known  selection  from  Webster's  Bunker  Hill  Oration,  was  read 
by  Thelma  Mumford.  This  gave  a  vivid  comparison  of  the  conditions 
of  our  country  in  Webster's  time  and  its  condition  today. 

The  entire  school  sang  another  of  our  national  songs,  "The  Star 
Spangled  Banner."  A  recent  editorial  from  the  Baltimore  Sun,  "The 
Flag  is  Still  There,"  was  read  by  Rena  Harrison.  This  showed  the 
increased  reverence  and  honor  for  the  national  flag  by  our  people  today. 
Sallie  Barwick  read  the  "Flag  Code."  This  was  a  lesson  for  all  on 
the  symbolism  and  forbidden  uses  of  the  flag.  Following  the  Flag 
Code,  Ina  McGlohon  gave  Bennett's  poem,  "The  Flag  is  Passing  By." 

The  most  effective  part  of  the  program  was  a  flag  drill  by  sixteen 
girls  dressed  in  white  middy  suits  with  red  and  blue  ties  and  carrying 
flags.  Just  before,  the  drill  began  Fannie  Mae  Finch,  the  standard 
bearer,  marched  on  the  stage  holding  aloft  a  large  national  flag.  Fol- 
lowing the  girls  in  the  drill  were  girls  dressed  to  represent  Liberty, 
Lyda  Tyson,  Justice,  Maude  Lister,  and  Equality,  Sadie  Speight,  who 
came  forward  and  knelt  before  the  flag.  The  remainder  of  the  class 
took  their  places  near  the  back  of  the  stage,  and  remained  until  Evelyn 
Williford  stepped  near  the  flag  and  recited,  "Your  Flag  and  My  Flag." 
The  entire  class  then  saluted  the  flag  and  sang  "America,"  in  which 
the  school  joined. 

The  program  was  exceedingly  interesting  to  the  entire  school  and 
helped  to  bring  each  individual  to  realize  what  the  flag  means  to  us, 
especially  at  this  critical  time. 

The  second  year  academic,  or  "B"  class,  entertained  its  sister  classes, 
the  "D's"  and  "F's,"  on  February  18.  A  full  account  of  this  is  given 
in  the  Senior  Department  of  this  issue. 

A  Saint  Patrick's  party  was  held  on  March  17  in  honor  of  the  "C" 
class  by  their  sister  class,  the  "A's."     Other  guests  invited  were:   Miss 


104  The  Training  School  Quarterly 

Jenkins,  the  "C"  class  adviser,  Miss  Maupin,  the  "A"  class  adviser, 
Mr.  "Wright,  the  President,  and  all  the  teachers  of  the  "A"  class. 

On  arriving,  each  person  was  given  a  shamrock  with  a  number  on  it, 
and  was  told  to  seek  a  partner  with  a  corresponding  number.  After 
this  the  Gypsy  fortune-telling  booths  were  visited,  and  the  remarkable 
things  of  the  future  were  revealed.  Immediately  following  the  fortune 
telling,  two  interesting  contests  took  place.  One  was  the  soap  bubble 
contest,  the  object  being  to  touch  the  shamrock,  which  was  suspended 
from  the  center  of  the  room  with  a  soap  bubble.  The  other  was  to  pin 
the  tail  on  the  donkey.  A  box  of  candy  and  a  bottle  of  toilet  water 
were  awarded  to  the  winners  of  the  contests,  Miss  Ruth  Williamson 
and  Mr.  L.  R.  Meadows.  After  the  contests  two  comedies,  a  mock 
marriage  and  a  minstrel  show,  took  place,  and  they  were  very  much 
enjoyed  by  all.  Then  delightful  refreshments,  consisting  of  ice  cream 
and  cake,  were  served,  after  which  the  rest  of  the  evening  was  spent 
in  dancing.     Every  one  passed  a  most  enjoyable  evening. 

Societies 

Presidents  of  Societies  foe  1917-18 

Edgar  Allan  Poe  Sidney  Lanier 

Estelle  Jones  Camille  Robinson 

Marshals 

Chief:     Mary  Banks,  Sidney  Lanier  Society. 

assistants 
Lanier  Society  Poe  Society 

Elizabeth  Hathaway  Elizabeth  Hutchins 

Sadie  Thompson  Annie  Bridgman 

Mattie  Paul  Ruth  Cooke 

Cora  Lancaster  Lucy  Buffaloe 

The  marshals  are  elected  at  the  first  regular  meeting  of  each  society 
during  the  second  term.  This  gives  them  the  opportunity  to  serve  at 
every  public  function  from  then  until  the  close  of  school,  and  thus 
insures  experienced  commencement  marshals,  a  time  when  they  are 
especially  needed. 

The  Debate 

The  annual  debate  between  the  two  societies  was  held  March  24, 
1917.  The  question  was,  Resolved,  "That  the  Federal  Government 
should  own  and  operate  the  Railroads  of  the  United  States."  As  the 
Poes  were  the  challengers  this  year,  the  Laniers  had  their  choice  between 
the  negative  or  affirmative,  and  chose  the  affirmative. 


School  Activities  105 

The  debaters  were : 

Laniers  Poes 

Ida  Walters  Gladys  Yates 

Lola  Gurley  Estelle  Jones 

Cora  Lancaster  Bernie  Allen 

The  decision  was  unanimous  for  the  negative. 

The  Quarterly  staff  of  student  editors  next  year  will  be  as  follows : 
Lanier  Society  Poe  Society 

Editor  in  Chief — Sadie  Thompson  Business  Editor — Ruth  Fenton 

Assistant — Cora  Lancaster  Assistant  Editor — Elsie  Morgan 

Edgar  Allan  Poe  Society. 

The  Poe  Society  was  exceedingly  fortunate  to  get  the  cooperation  of 
Miss  Muffly  in  getting  Sarah  Storm  Crommer  to  give  a  song  recital 
for  them.  This  was  complimentary  to  the  Lanier  Society.  The  faculty 
and  officers  of  the  school  were  among  the  guests.  This  great  artist  sang 
for  an  hour  on  the  evening  of  May  3.  She  repeated  some  of  the  songs 
she  gave  in  a  recital  the  evening  before,  and  then  allowed  the  girls  to 
call  for  their  favorites.  It  was  a  rare  treat  for  the  members  of  the 
societies  to  hear  such  a  great  singer.  When  the  name  of  Sarah  Storm 
Crommer  becomes  famous  in  grand  opera  all  who  were  at  this  recital 
will  feel  thrills  and  recall  the  pleasure  of  that  evening. 

Lanier  Song 

(To  be  sung  to  the  tune  of  "Rah!  for  the  Black  and  Blue,"  a  Johns 
Hopkins  University  song.) 

Come   Laniers,    ready   and   faithful, 
Come  Laniers,  raise  a  cheer; 
Come  Laniers,  hrave  and  true; 
Come  Laniers,  you  have  no  fear. 
Come  all  ye  loving  sisters, 
Come  join  with  voices  bold; 
Sing  praise  to  dear  Lanier; 
Sing  for  the  green  and  gold. 

Tune  every  heart  and  voice 
Bid  every  care  withdraw 
Let  every  one  rejoice 
In  praise  of  dear  Lanier. 
To  thee  we  lift  our  praises, 
Swelling  to  heaven  loud, 
Our  praises  ever  ring. 
Lanier,  of  thee  we  sing. 

CHORUS. 

Hail  for  the  green,  Hail  for  the  gold, 

Hail  for  this  society, 

We  pour  forth  our  praise,  to  dear  society  days, 

Hail  for  Lanier, 

The  green  and  gold. 


106  The  Training  School  Quarterly 

Athletics 

The  basketball  tournament  played  during  tbe  last  week  of  March  was 
won  by  the  Seniors.  This  is  the  first  time  the  third  game  has  ever 
had  to  be  played  in  a  tournament  at  the  Training  School.  More  de- 
tails of  the  game  are  given  in  the  Senior  Department. 

The  tennis  tournament  has  not  been  played  yet,  but  the  girls  are 
practicing  with  a  vim  these  long  afternoons,  and  a  stiff  game  is  ex- 
pected. 

A  great  deal  of  interest  is  being  shown  in  volley  ball  at  present,  and 
in  this,  too,  the  players  are  getting  as  much  practice  as  possible  before 
the  tournament  games. 

Ophelia  O'Brian  is  still  continuing  her  work  in  playground  games. 

Y.  W.  C.  A. 

At  the  regular  business  meeting  on  March  3  the  following  officers  for 
the  coming  year  were  elected :  Agnes  Hunt,  president ;  Annie  Bridg- 
man,  vice-president;  Lillian  Shoulars,  secretary;  Lois  Hester,  treasurer. 

The  chairman  of  the  standing  committees  which,  with  the  officers, 
who  constitute  the  cabinet  are:  Annie  Bridgman,  chairman  of  Member- 
ship Committee;  Elizabeth  Hutchins,  chairman  of  Bible  Study  Com- 
mittee ;  Iola  Finch,  chairman  of  Missionary  Committee ;  Jessie  Howard, 
chairman  of  Religious  Meetings  Committee;  Sallie  Best,  chairman  of 
Music  Committee ;  Elizabeth  Evans,  chairman  of  Association  News 
Committee;  Lois  Hester,  chairman  of  Finance  Committee;  Ruth  Cooke, 
chairman  of  Social  Committee;  Mildred  Maupin,  chairman  of  Room 
Committee;  Evelyn  Williford,  chairman  of  Sunshine  Committee. 

Miss  Mary  Pescud  of  Raleigh,  a  missionary  to  Brazil  who  is  at  home 
on  a  furlough,  conducted  the  Y.  W.  C.  A.  services  at  the  Training  School 
one  Sunday  evening  in  March.  She  gave  a  most  interesting  talk  on 
Brazil  and  her  experiences  in  that  country.  She  began  by  telling  the 
listeners  to  imagine  themselves  ready  for  a  voyage,  and  she  gave  an 
account  of  the  trip  and  life  on  a  steamer.  She  spoke  a  little  in  Portu- 
guese so  as  to  give  an  idea  of  the  impression  she  had  on  landing,  before 
she  had  learned  the  language.  She  described  the  city  of  Bahia,  where 
the  imaginary  voyagers  landed ;  she  explained  the  geographical  location, 
and  described  the  scenery.  She  then  told  of  many  interesting  manners 
and  customs  and  gave  some  amusing  experiences.  She  made  her  list- 
eners feel  as  if  they  were  really  her  fellow  travelers  through  an  inter- 
esting land.  At  the  close  she  spoke  of  the  importance  of  the  work  in 
Brazil  and  made  an  appeal  to  those  who  felt  that  they  might  be  called 
to  missionary  work.  She  told  them  that  if  they  wished  to  do  something 
that  would  count  in  their  lives  they  would  find  a  field  for  service  in 
Brazil. 


School  Activities  107 

Some  of  the  Sunday  evening  services  held  during  the  quarter  are 
reported  here.  Each  year  there  is  great  interest  in  the  new  officers. 
The  installation  service  of  the  Y.  W.  C.  A.  was  conducted  at  the 
Training  School  Sunday  night,  April  15.  Mr.  H.  E.  Austin  read  the 
28th  chapter  of  Genesis  for  the  Bible  lesson,  and  explained  the  story 
of  "Jacob  and  Esau,"  making  it  so  clear  that  each  one  present  could 
make  the  application.  The  retiring  president,  Miss  Martha  O'lSTeal, 
mind.  She  said,  "The  test  of  an  educated  person  is  the  person  who 
gave  a  report  for  the  year,  and  told  of  the  many  things  the  association 
had  meant  to  her,  and  left  the  wish  to  the  new  cabinet  members  that 
the  association  would  mean  to  them  what  it  had  meant  to  her.  The 
new  president,  Miss  Agnes  Hunt,  then  gave  her  plans  for  the  coming 
year,  and  read  the  names  of  the  new  cabinet  members  which  were  as 
follows :  vice-president,  Annie  Bridgman ;  secretary,  Lillian  Shoulars ; 
treasurer,  Lois  Hester.  A  duet  was  sung  by  Misses  N"eta  White  and 
Ophelia  O'Brian. 

Bey.  B.  W.  Spillman  of  Kinston  led  in  the  Y.  W.  C.  A.  Sunday 
evening  service  once  during  this  term.  His  subject  was  on  Sunday 
Schools.  He  gave  an  interesting  and  excellent  talk  on  the  value  of 
Sunday  Schools  to  children,  to  teachers,  and  to  the  business  people  who 
do  not  have  time  for  special  Bible  lesson  at  any  other  time  other  than 
Sunday  morning. 

He  then  explained  the  plan  for  the  international  Sunday  School 
lessons.  He  spoke  with  authority  on  this  subject,  for  he  is  a  member 
of  the  International  Board. 

Bev.  Bunn,  a  student  from  Wake  Forest  College,  led  the  Y.  W.  C.  A. 
service  on  the  third  Sunday  evening  in  April. 

Bev.  John  E.  Ayscue  led  the  services  Sunday  evening,  March  18, 1917. 
The  lesson  was  taken  from  1st  Samuel,  chapter  17.  Mr.  Ayscue's  sub- 
ject was  "Success."  He  said  if  we  wished  to  succeed  we  must  learn  the 
true  elements  that  go  to  make  up  success.  Self-reliance,  persistence,  and 
reliance  upon  God.  The  greatest  help  in  achieving  success  is  to  learn  to 
have  confidence  in  yourself.  He  said  that  if  we  persisted  success  was 
ours,  but  if  we  give  way  failure  stared  us  in  the  face;  he  urged  his 
listeners  to  rely  upon  God  in  all  things.  There  was  special  music  by 
the  choir.  An  instrumental  solo  was  rendered  by  Miss  Agnes  Hunt 
and  a  vocal  solo  by  Miss  Ethel  Stancell. 

Miss  Sallie  Joyner  Davis  one  evening  made  a  patriotic  talk.  She 
read  the  evening  lesson  from  the  67th  Psalm,  and  read  portions 
of  the  address,  "North  Carolina  of  Tomorrow,"  which  was  delivered 
at  the  State  Literary  Historical  Association,  two  years  ago,  by  Clarence 
Poe.     It  was  peculiarly  timely  after  an  address  by  Mr.  Harding  Satur- 


108  The  Teaining  School  Quabteely 

day,  and  a  talk  by  Mr.  Wright  in  which  he  referred  to  the  changed 
conditions  showing  that  the  future  will  be  built  on  the  ideas  we  now 
have.     An  instrumental  solo  was  played  by  Miss  Cora  Lancaster. 

Several  members  of  the  faculty  have  led  the  service  during  the  quar- 
ter. Miss  Daisy  B.  Waitt  led  during  the  quarter.  She  read  the  third 
chapter  of  Ecclesiastes  for  the  Bible  lesson  and  talked  on  the  subject  of 
"Belief  Work  in  the  War,"  which  is  something  we  cannot  keep  out  of 
mind.  She  said,  "The  test  of  an  educated  person  is  the  person  who 
can  do  the  right  thing  at  the  right  time."  She  told  about  conditions  in 
Belgium  that  had  been  caused  by  the  war  and  explained  how  the 
American  people  had  stood  by  the  Belgians  in  time  of  need.  She  read 
several  letters  from  Belgian  children,  which  show  the  gratitude  the 
Belgians  have  toward  the  Americans  in  appreciation  of  what  they  have 
done  for  them.  Mr.  Hoover,  who  has  charge  of  the  relief  work  in 
America,  says :  "It  is  necessary  for  this  work  of  helping  the  Belgians  to 
go  on,"  as  they  would  suffer  for  food  if  the  American  relief  work  were 
to  stop.  An  instrumental  solo  was  played  by  Miss  Ethel  Smith,  and 
Miss  ISTeta  White  sang  "The  Lord  is  Mindful  of  His  Own." 

Mrs.  ~K.  R.  Beckwith  made  a  very  practical  talk  one  evening.  She 
read  the  sixth  chapter  of  Ephesians  for  the  evening  lesson,  and  took 
as  her  subject,  "Justice  and  what  it  means."  She  said,  "Justice  enters 
into  the  small  things  in  life,"  and  there  would  be  no  wars  and  no  rumors 
of  wars  if  there  was  justice.  Where  justice  is,  selfishness  can  find  no 
place.  Justice  is  that  perfect  equation  of  the  relation  of  each  man 
and  woman  to  every  other  man  or  woman.  It  does  not  seek  to  deprive 
others  of  their  necessities  of  life,  but  is  manifested  in  the  every-day 
things  of  life.  An  instrumental  solo  was  played  by  Miss  Bess  Tillitt, 
and  a  duet  was  sung  by  Misses  Ethel  Stancell  and  Flora  Hutchins. 

Miss  Maria  D.  Graham  led  the  services  on  April  22,  making  a  practical 
talk  on  "Diligence,"  showing  the  great  need  of  this  virtue  at  this  crisis. 
She  read  the  Scripture  lesson  from  Proverbs.  She  quoted  passages 
contrasting  the  diligent  man  and  the  sluggard  and  proved  that  diligence 
in  the  everyday  affairs  of  life  leads  to  success.  She  made  an  appeal 
to  the  girls  to  show  their  patriotism  by  becoming  diligent  in  the  work 
of  the  canning  clubs,  in  helping  with  gardens,  and  in  any  way  they 
can  to  help  better  food  conditions. 

The  "B"  Class  led  the  services  one  Sunday  evening  in  March.  The 
Bible  reading  from  the  27th  Psalm  was  read  by  the  president  of  the 
class,  Miss  Eena  Harrison.  And  a  sexette  was  sung  by  members  of  the 
class.  A  reading,  "Today,"  was  read  by  Miss  Mary  Hollowell.  An 
instrumental  solo  was  rendered  by  Miss  Elizabeth  Speir.     A  reading, 


School  Activities 


109 


"Be  True,"  was  read  by  Miss  Sadie  Speight.  A  solo  was  sung  by 
Mr.  H.  E.  Austin,  class  adviser  of  the  class.  The  program  was  very 
much  enjoyed  by  the  association. 

The  services  on  April  8  consisted  of  a  music  program.  The  Scrip- 
ture lesson  was  read  from  the  20th  Psalm  by  Miss  Lillian  Shoulars. 
Special  Easter  songs  were  sung  by  the  choir.  A  reading,  "Sacrifice," 
was  read  by  Miss  Elizabeth  Evans.  A  quartette  was  sung  by  Misses 
Priscilla  and  Elizabeth  Austin  and  Pearl  and  Mary  Wright. 


School  Notes 

Our  Reception         Tne  telegram  sent  by  Senator  Harding  announcing 

of  the  Good        that  this  school  had  received  $200  000  for  permanent 

News  of  the 

$200,000  Ap-        improvement  was  received  here  about  noon  on  the  Mon- 

propriation  dav  the  bond   issue   passed  the  House,  which   is  our 

holiday.     "When  the  students  saw  Mr.  Wright's  beaming  face  they  knew 

instantly  that  his  and  our  hopes  had  been  fulfilled.     However,  the  girls 

and  teachers  were  not  willing  just  to  hear  about  the  good  news,  but 

insisted  on  seeing  the  actual  piece  of  paper  that  caused  so  much  rejoicing. 

The  students  who  do  not  expect  to  receive  the  direct  benefit  from  the 

money  were  just  as  glad  for  the  school's  appropriation  as  those  who 

will  be  here  when  the  buildings  are  erected. 

Later  there  was  rejoicing  again  when  we  found  our  maintenance  fund 

had  increased  from  $50,000  to  $60,000. 


Talk  to  Stu-  Mr.  F.  C.  Harding,  a  member  of  the  executive  com- 

dentsby  Sena-  mittee  of  the  Board  of  Trustees,  made  an  exceedingly 
tor  Harding  of  '  &  J 

Pitt  County         interesting  and  helpful  talk  to  the  girls  the  Saturday 

after  he  returned  from  Raleigh  after  the  General  Assembly  closed.  He 
was  an  earnest  and  active  friend  for  the  school  throughout  the  meeting 
of  the  Legislature.  What  he  told  the  girls  of  the  significance  of  the 
appropriation  and  their  part  in  it  was  so  good  that  instead  of  having 
a  mere  report  of  it  in  the  news  department  of  the  Quarterly,  it  will 
appear  in  the  summer  number.  It  is  a  message  to  all  who  have  gone 
out  from  the  school  or  will  ever  go  out. 

Mr.  "Wright  in  introducing  Mr.  Harding  told  the  girls  that  he  was 
the  first  person  who  voiced  the  idea  that  the  State  must  issue  bonds. 
He  spoke  of  him  as  a  "progressive  legislator."  Mr.  Harding  ex- 
plained very  clearly  just  what  situation  the  legislators  had  to  face  and 
gave  the  reasons  for  their  action. 


Mr.  Y.  T.  Ormond,  chairman  of  the  Executive  Committee  of  the 
Board  of  Trustees,  who  is  an  indefatigable  worker  for  the  school,  but 
who  is  usually  so  busy  working  for  the  school  that  he  will  not  often 
talk,  broke  his  rule  one  morning  recently  and  talked  a  few  minutes 
during  the  assembly  period.  He  commented  on  the  difference  of  the 
expressions  on  the  faces  of  members  of  the  faculty  and  students  on  his 
first  visit  after  the  close  of  the  Legislature  this  year  and  two  years  ago. 
He  briefly  reviewed  the  growth  of  the  school.     He  has  been  a  member 


School  Notes  111 

of  the  board  ever  since  the  school  was  established  and  has  anxiously 
watched  everything  about  it,  and  has  taken  great  pleasure  in  seeing  it 
grow.  He  showed  the  students  how  the  larger  opportunities  increased 
their  obligations  to  the  State  and  to  the  children  of  North  Carolina. 


,r.  .      .  r      .  The  visit  of  the  Legislative  Committee,  which  was 

Visit  of  Legis-  ^ 

lative  Com-         just  after  the  last  issue  of  the  Quarterly  went  to  press, 

mlttee  Was  one  of  the  most  exciting  events  of  the  year  to  the 

students.     The  committee  was  composed  of  Messrs.   H.   L.   Swain,   a 

former  student  of  the  Training  School,  Pruitt  of  Gaston,  Suttlemyre 

of  Caldwell,  Matthews  of  Mecklenburg,  Widenhouse  of  Cabarrus.     Mr. 

Butt  of  Beaufort  was  on  the  committee,  but  was  in  some  way  prevented 

from  visiting  the  school. 

At  assembly  period  the  school  was  turned  over  to  the  visitors.  The 
students  wished  to  hear  from  each  of  the  legislators,  therefore  each  one 
in  turn  had  a  few  words  to  say.  They  indulged  in  pleasantries,  and 
put  the  girls  in  a  glorious  humor  by  expressing  their  satisfaction  with 
what  they  had  seen  about  the  school  and  the  students.  They  pledged 
themselves  to  support  the  claims  of  the  school. 

It  was  interesting  to  notice  that  several  of  the  committee  were  from 
central  and  eastern  parts  of  the  State,  and  were  eager  to  know  what  was 
being  done  in  the  eastern  section,  and  particularly  anxious  to  see  what 
was  being  done  in  this  school.  Each  one  of  the  committee  must  have 
spoken  a  good  word  for  the  school  if  one  can  judge  by  the  results. 


Sarah  Storm  Sarah   Storm   Crommer,   dramatic   soprano  of   New 

Crommer  York  and  Baltimore,  who  has  been  visiting  her  friend. 

Gives  Song  '  ° 

Recitals  Miss  May  B.  B.  Muffly,  of  the  faculty  of  East  Carolina 

Teachers  Training  School,  gave  two  song  recitals  in  Greenville,  one 
to  the  End  of  the  Century  Club  and  their  friends,  and  one  for  the 
Edgar  Allan  Poe  Society  as  complimentary  to  the  Lanier  Society  and 
faculty  and  officers  of  the  school. 

This  singer  has  become  a  great  artist.  She  has  a  voice  of  marvelous 
power  and  of  great  purity  of  tone,  and  has  had  the  best  of  training,  is  a 
tireless  worker,  and  is  absolutely  devoted  to  her  art,  sacrificing  every- 
thing for  it.  She  is  in  training  in  New  York  for  the  operatic  stage, 
and  at  present  is  singing  in  choirs  and  in  concerts.  She  has  attained 
that  quality  of  voice  which  is  the  highest  ideal  of  singers,  the  mezzo- 
voce,  that  veiled,  exquisite  tone  that  stirs  the  emotions  and  is  the 
despair  of  most  singers.  The  program  of  the  recital  for  the  club  was 
as  follows: 


112  The  Training  School  Quarterly 

Songs :  Morning  Rogers 

Wind  Star  Rogers 

Star    Sparks 

Saeah  Storm  Crommer. 

Piano:   Romance    Libelius 

Whims  Schumann 

Lula  Sherman. 

Songs:   II  Bacio  Arditi 

The  Sunshine  of  Your  Smiles  Ray 

Sarah  Storm  Crommer. 

Piano:   Marche  Mignon   Poldini 

Caprice     Gluck 

Lida  Hill. 

Songs :  Life  and  Death  Coleridge-Taylor 

The  Rainbow  Child   Coleridge-Taylor 

Deep  River   Burleigh 

Sarah  Storm  Crommer. 

Songs:   Hayfields  and  Butterflies .- Del  Regio 

The  Beaming  Eyes Macdowell 

The  House  of  Memories Aylward 

Heigh-Ho,  The  Sunshine. 

Sarah  Storm  Crommer. 

"Deep  River"  is  the  old  negro  plantation  song  raised  to  the  art  form. 
This  was  sung  with  great  appreciation  and  feeling.  The  Italian  song, 
"II  Bacio,"  was  a  florid,  coloratura  song,  which  is  now  so  popular  with 
artists.  The  program  was  varied  and  gave  her  audience  an  opportunity 
to  hear  her  voice  in  different  types  of  songs. 

On  the  evening  of  May  3  she  gave  a  recital  for  the  Poe  Society  in 
honor  of  the  Laniers.  She  gave  several  of  the  same  songs  as  in  the 
ahove  program,  but  added  a  number  of  others,  and  sang  special  favorites 
of  the  girls.  It  seemed  to  those  who  heard  her  both  times  that  she 
sang  even  better  than  she  did  the  evening  before.  She  was  very  gracious 
and  accommodating,  singing  for  the  different  classes  as  they  met  for 
music  periods,  and  singing  between  times.  Her  visit  was  a  rare  treat 
to  the  school.  Not  only  the  school,  but  the  town,  owes  Miss  Muffly  a 
debt  of  gratitude  for  having  this  artist  come  to  the  town. 


Miss  Justine  Long,  in  her  lecture  at  the  Training 
Miss  Longs  School  last  evening,  April  9,  gave  a  sane,  wholesome, 
and  exceedingly  pleasant  talk  on  dress,  personal  ap- 
pearance, good  manners,  and  the  other  factors  that  enter  into  the 
question  of  the  expression  of  personality.  Expression  is  secondary, 
what   is   expressed   is  primary,   were   points   she  stressed   throughout. 


School  Notes  113 

Sincerity  is  the  basis  of  true  art,  whether  in  dress,  manners,  or  in  the 
broader  field  of  art.  When  dress  and  form  of  expression  become  pri- 
mary matters  then  they  take  up  too  much  time  in  life.  She  laid  down 
the  four  rules  for  dress  that  give  the  secret  of  attractiveness:  first, 
lines;  second,  suitability;  third,  simplicity;  and  fourth,  self-expression 
or  becomingness.  She  told  stories  showing  the  origin  of  different  fash- 
ions, and  proving  that  the  instinct  that  causes  people  to  follow  fashions 
is  one  of  the  oldest  instincts  of  the  race,  that  of  imitation ;  that  instinct 
which  causes  people  to  follow  certain  ones  in  fashion  is  the  instinct  of 
association. 

In  bringing  out  the  first  rule  she  laid  down  Miss  Long  said  the  funda- 
mental facts  of  framework  are  far  more  important  than  any  other 
outside  adornment.  She  told  stories  of  girls  who  were  cheating  them- 
selves of  their  just  dues  because  they  did  not  know  how  to  dress  suitably, 
who  had  reputation  for  being  flashy  and  cheap,  whereas  they  were 
worthy  and  strong  and  true,  but  their  appearance  belied  these  facts. 
Simplicity  does  not  mean  plainness,  nor  ugliness,  nor  severity,  nor 
cheapness,  but  does  mean  designs  that  are  not  cluttered  up  with  trim- 
mings that  are  confusing  and  showy,  those  furbelows  that  confuse. 
Sometimes  the  beauty  of  the  fabric  should  be  the  keynote  to  the  dress. 
The  simple  dress  demands  more  of  the  personality  than  the  fancy  dress. 
"Regardless  of  fashions,  choose  what  is  becoming  to  you,"  is  the  guiding 
rule  she  gave,  but  she  made  it  clear  that  one  could  always  do  this  and 
not  be  entirely  out  of  mode. 

Sincerity  was  the  word  she  emphasized  when  she  talked  on  manners 
and  speech.  Pleasant  manners  are  a  true  expression  of  kindly,  inter- 
ested feelings.  The  voice  should  be  natural  and  easy.  She  illustrated 
the  influence  of  voice  throughout  the  whole  evening  by  her  own  beau- 
tiful, well  modulated  voice.  She  could  be  heard  all  over  the  house,  but 
talked  in  a  natural,  easy,  conversational  tone.  She  urged  the  girls  not 
to  acquire  a  "teacher  voice,"  but  to  cultivate  the  pleasing  voice.  She 
related  an  experience  she  had  on  the  train  last  Sunday.  A  group  of 
selfish,  loud  talking  girls  had  disturbed  the  quiet  and  peace  of  a  whole 
car.     They  showed  their  ill  manners  by  ignoring  the  presence  of  others. 

After  the  lecture  Miss  Long  came  down  from  the  platform,  on  a  level 
with  the  girls,  and  answered  any  question  they  wished  to  ask.  This 
informal,  intimate  part  of  the  evening  was  perhaps  of  even  more  benefit 
to  those  who  stayed  than  the  lecture  itself. — Greenville  Reflector. 


Charles  M.  On  Monday  evening,  March  19,  Charles  M.  ISTewcomb, 

"Th^TT'  'n  W^°  f°rmer^y  traveled  with  the  Chautauqua,  but  who 
University."  is  now  a  professor  of  oratory  in  the  University  of  Dela- 
ware, Ohio,  gave  a  splendid  and  most  enjoyable  entertainment — "The 


114  The  Training  School  Quarterly 

Unique  University."  It  was  unique  in  every  sense  of  the  word,  and  all 
pronounced  it  a  success.  So  humorous  and  witty  was  it  that  the  au- 
dience was  continually  in  a  state  of  uncontrollable  laughter. 

The  Young  Women's  Christian  Association  was  instrumental  in 
getting  Mr.  Newcomb.  The  money  raised  at  this  time  made  it  possible 
for  the  Association  to  send  delegates  to  the  Blue  Ridge  Conference, 
which  is  held  every  year  at  Blue  Ridge  as  a  place  of  training  for  Asso- 
ciation workers. 

Mr.  Newcomb  has  been  here  in  the  school  before.  A  year  ago  he 
gave  the  "Prince  Chap,"  which  all  remember  with  delight. 


Ninety-eight  girls  and  two  teachers  made  an  educa- 

RaleVh  tional  trip  to  Raleigh  on  February  20.     A  full  account 

of  this  appears  elsewhere  in  the  Quarterly.     It  was 

a  great  day  for  the  girls.     Those  who  stayed  at  home  had  a  holiday 

and  had  a  good  time,  also,  doing  as  they  pleased. 


Capt.  W.  A.  Graham,  of  Company  H,  Third  Regiment  N".  C.  National 
Guard,  was  a  welcome  visitor  to  the  Training  School  in  April.  He  spoke 
to  the  students  as  a  soldier  who  had  been  actually  engaged  in  military 
work  on  the  border.  He  showed  that  military  life  was  not  as  pleasant 
as  some  seem  to  think  it  is.  It  meant  much  to  the  girls  to  have  a 
"real  soldier"  talk  to  them  and  explain  conditions  in  the  camps  on  the 
border.  

Rev.  Marshall  Craig  of  Kinston,  who  held  a  revival  meeting  at  the 
Immanuel  Baptist  Church,  led  in  the  devotional  exercise  at  the  Train- 
ing School  one  morning  while  in  Greenville.  He  made  an  interesting 
talk  to  the  students  on  "The  Dull  Student  in  the  Work  of  Christ." 


Rev.  C.  A.  Jenkins,  pastor  of  the  Baptist  Church  in  Washington, 
was  a  visitor  to  the  school  on  April  6.  He  conducted  the  services  at 
the  assembly  hour  and  made  a  short  talk  to  the  students.  He  brought 
out  the  three  most  hopeful  factors  in  human  life :  the  home,  the  school, 
and  the  church,  showing  how  each  has  its  specific  work  to  do  and  yet 
are  so  closely  related  that  the  well-rounded  man  is  influenced  by  all  and 
must  do  his  part  in  each.  

Col.  Fred.  A.  Olds,  that  rare  gentleman  who  presides 

A  Visit  from        over  tne  jjajj  0f  History,  and  who  is  the  avowed  friend 
Colonel  Olds  •'  . 

of  all  young  people  and  of  all  North  Carolinians,  vis- 
ited the  school  on  May  3.     He  delighted  the  girls  by  talking  at  the 


School  Notes  115 

assembly  period  and  later  visited  some!  of  the  classes  and  gave  them 
special  talks.  He  talked  to  some  History  classes  on  historical  subjects. 
He  told  one  class  in  English  that  was  studying  the  "Tale  of  Two 
Cities"  things  he  had  seen  in  France  that  made  the  setting  of  the 
story  vivid  to  them,  and  he  connected  the  story  with  present  conditions 
and  made  them  see  the  part  the  French  had  played  in  our  own  history. 
He  spoke  to  the  seniors  of  the  rich  material  they  will  find  to  feature,  and 
of  the  value  of  giving  publicity  to  whatever  the  communities  they  work 
in  are  doing.  Colonel  Olds  has  been  the  promotor  of  the  annual  trips 
to  Raleigh  and  has  endeared  himself  to  the  girls  because  of  his  con- 
sideration and  thoughtfulness  of  them  in  these  trips.  He  is  always  a 
welcome  visitor. 


«R  b"  H  d"  ^  taDl°m  version  of  the  the  opera  "Robin  Hood" 
Presented  by  was  given  by  the  Junior  class  to  the  school  and  a  few 
Juniors  friends  of  the  members  of  the  class,  April  9.     While 

much  of  the  opera  was  cut  out,  especially  the  difficult  parts  for  heavy 
male  voices,  enough  of  it  was  preserved  to  make  the  plot,  although  those 
who  are  familiar  with  the  opera  noticed  that  liberties  were  taken  with 
the  arrangement  and  the  dialogue  parts. 

There  are  almost  a  hundred  students  in  this  class  at  present  and 
practically  all  of  these  took  part  in  the  performance,  at  times  all  were 
on  the  stage  at  once  making  very  effective  groups. 

The  costumes  were  of  bright  and  attractive  colors  and  there  were  sug- 
gestions of  the  period  and  of  the  characters,  but  one  of  the  valuable 
features  of  the  entertainment  was  that  the  costumes  were  adaptations 
of  material  at  hand  or  were  of  inexpensive  material.  No  costume  cost 
more  than  twenty-five  cents  and  some  cost  only  three  cents,  while  many 
costing  nothing  whatever. 

The  chorus  singing  was  remarkably  good  and  spirited,  and  the  solo 
parts  were  well  received  by  the  audience.  The  audience  seemed  to  like 
especially  the  Tinker's  chorus,  the  opening  chorus,  which  was  repeated 
several  times,  the  choruses  of  the  milkmaids,  especially  the  "Churning 
Song,"  with  the  solo  part  by  Maid  Marian,  Miss  Neta  White ;  "Spring- 
time Comes,"  by  the  villagers,  and  "Farewell  to  Thee,"  by  Robin  Hood, 
Elizabeth  Hutchins,  and  his  outlaws  were  pleasing. 

All  in  the  performance  did  well.  It  was  not  as  polished  or  as  expen- 
sive as  the  public  performances  usually  given  at  the  school,  but  it  was 
valuable  to  those  who  took  part  in  it  and  was  greatly  enjoyed  by  those 
who  were  so  fortunate  as  to  see  it. 

Miss  Jenkins,  class  adviser,  and  Miss  Muffly  arranged  and  coached 
the  opera. 


116  The  Training  School  Quarterly 

The  music  recitals  by  the  music  pupils  in  the  various 
The  Class  classes  have  been  unusually  good  this  spring. 

The  programs  of  each  are  given  below : 

SENIOR,  MARCH  7. 

Marche  Pontifical  Gounod 

Ruth  Lowdek,  Blanche  Satterthwaite 

Chaconne    Roubiere 

Valsette     Barouski 

Ruth  Lowder 

Consolation  Mendelssohn 

Gavotte    Hofman 

Ophelia  O'Brian 

To  a  Wild  Rose MacDowell 

Nannie  Mac.  Brown 

Scherze Wrede 

Leona  Tucker,  Loretta  Joyner,  Ola  Carrawan 

On  the  Mountains Frontine 

Eunice  Hoover 

Waltz  in  A  Flat Chopin 

Lou  Ellen  Dupree 

JUNIOR,  MAY  2. 

Bouree    Bach 

Funeral  March Heller 

Agnes  Hunt 

Parade  March Low 

Cora  Lancaster,  Irene  Wiggins 

Prelude Chopin 

Valse  Gentil    Nevin 

Lula  Ballance 

Flying  Leaves   Koelling 

Ethel  Smith. 

Chaconne  Durand 

Two  pianos — Louise  Croom,  Agnes  Hunt. 

Waltz  in  E  Minor Chopin 

Sallie  Best. 

Minuet Beethoven 

Andante    Heller 

Louise  Croom 

Paupee  Valsante Poldini 

Bess  Tillitt 

Russian  Dance  Frank 

Elizabeth  Hutchins,  Lida  Thomas 


School  Notes  117 

"B"  CLASS,  MARCH  28. 

Baker   Scottishe — Duet 

Catherine  Lister  and  Maude  Lister 

Harris    Melodie 

Iola  Pinch 

Schumann  Little  Romanze 

Burand  Waltz  in  E  Flat 

Lois  Daniel 

Bach  Prelude  in  C 

Haydn   Andante  from  Surprise  Symphony 

G.  F.  Boyle Morning 

Elizabeth  Speir 

Merkel  Butterfly 

Ina  McGlohon 

Chaminade Scarf  Dane 

Nevin Goodnight 

Norma  Dupree 

"A,"  FIRST  YEAR  ACADEMIC,  APRIL  5 

Kullak Deut 

Gladys  Howell,  Kathleen  Vaughn 

Bristow  .' The  Goat  Ride 

Mildred  McCotter 

Button A  Fairy  Tale 

Belle  Miller 

Maxime The  Elephant  and  the  Mouse 

Mildred  Maupin 

Mozart    Menuetto 

Sybil  Heath 

;  a.  Evening  Shadows 
Fairy  Dance 
Callie  Ruffin 


i  a. 
Spindler -j . 


Ellmenreich   Spinning  Song 

Ina  Carr 

Wing  The  Wind 

Beatrice  Tucker 

Button Forest  Horns 

Helen  Stewart 

Martinez The  Approach  of  the  Dryads 

Ruth  Liverman 

Poldini The  Music  Box 

Kathleen  Vaughn 

Schytte  Impromptu  in  A  Flat 

Bessie  Brown 


118 


The  Training  School  Quarterly 


11:00  a.  m. 
8:30  p.  m. 


Commencement  Program 

Sunday,  June  3 
Commencement  Sermon — Dr.  T.  W.  O'Kelley,  Raleigh,  N.  C. 
Young  Women's  Christian  Association  Sermon — Rev.  P.  Swin- 
dell Love,  Aberdeen,  N.  C. 


Monday,  June  4 
6:00  p.  m.     Class  Day  Exercises. 
9:00  p.  m.    Music  Recital. 


10:00  a.  m. 


8:00  p.  m. 


10:30  a.  m. 
11:30  a.  m. 


Tuesday,  June  5 
Meeting  of  the  Board  of  Trustees. 
Meeting  of  Alumnae  Association. 
Alumnae  Dinner. 

Wednesday,  June  6 
Address — Lieut.-Gov.  O.  Max  Gardner. 
Graduating  Exercises. 


The  men  of  the  faculty  have  delivered  the  commencement  address 
at  quite  a  number  of  places  in  eastern  North  Carolina.  President 
"Wright  spoke  at  the  following  places:  Epsom  High  School,  Hobbsville 
High  School,  Fountain,  Williamston,  Bailey,  Farmville,  and  Pinetops. 
He  had  engagements  at  Kinston,  Vanceboro,  Hope  Mills,  and  Aulander, 
but  did  not  fill  these  on  account  of  illness  in  the  family. 

Mr.  Meadows  spoke  at  Washington,  Pungo,  Nashville,  Robersonville, 
Langley's  School,  Smithtown,  Drum  Hill,  Pactolus,  Marlboro,  and 
"Whartonsville. 

Mr.  Wilson  spoke  at  the  Black  Jack,  Benston,  and  Falkland  schools, 
and  at  the  Sladesville,  Eureka,  and  Holly  Springs  high  schools. 

Mr.  Austin  spoke  at  Winterville,  Grimesland,  and  at  Fleming's  School 
near  House. 


flflfje  draining  ikfjool 
Quarterly 


Jul?,  August,  &eptetriber 
1917 


Table  of  Contents 


PAGE 

The  Patriotic  Teacher 120 

Robert  Hebbing  Weight. 

Trustees  for  the  State 124 

Senator  F.  C.  Harding. 

The  Certification  Law  and  the  City  Teacher i 126 

W.  R.  Mills. 

School  Agriculture  and  Community  Service 128 

Me.  Heald. 

Geography  in  the  Primary  Grades 131 

Fanny  McPhail. 

Address   Before   the   Graduating   Class 134 

Lieutenant-Governor  O.  Max  Gardner. 

How  I  Put  Up  Tomatoes  in  a  Variety  of  Ways 136 

Ethel  Smith. 

Commencement  of  1917 138 

Boys  Eager  to  Learn  How 150 

The  Chicago  Evening  Post. 

Editorials    151 

Editorial  Departments : 

Suggestions 156 

Reviews   169 

Alumnae    172 

School  Notes 177 

The  Summer  Term 185 


EDWARDS  *  BRDUGKTON  PRINTING  CO.,  RALEIGH.  N.  C. 


C.  W.  Wilson 
Director  Summer  Term 


Gflfje  framing  ikfjool  ©uarterlp 

Vol.  IV  JULY,  AUGUST.  SEPTEMBER,  1917  No.  2 


"//  is  of  the  utmost  importance  that  American  young 
men  and  women  be  given  right  ideals  and  right  train- 
ing. The  responsibility  rests  on  the  teachers.  The 
whole  world  is  looking  to  the  American  teacher.  If  we 
are  going  wrong,  the  whole  world  will  be  led  astray. " 


"It  is  as  much  a  patriotic  duty  to  educate  as  it  is 
to  produce. " 


%        ij:        *        *        jJs 


"//  /  could  get  the  ear  of  every  American  youth  I 
would  say,  'Go  to  school. '  The  world  never  needed 
educated  young  men  and  women  as  it  will  need  them 
from  now  on." 


sf:         ijs         *         s&         * 


"You  are  doing  the  greatest  service  when  you  are 
teaching. "  "You  are  doing  your  patriotic  duty  when 
you  spend  your  money  and  time  to  equip  yourself  for 
better  service  as  a  teacher." 


***** 


"Eliminate  the  schools,  and  a  people  revert  to  sav- 
agery." 


^t        %        ;fe        ^j        # 


"Remember  you  are  rendering  to  humanity  and  the 
world  the  greatest  service  posssible  for  you  to  render 
if  you  educate  the  coming  generation. " 


***** 


"Educating  is  as  important  as  fighting  and  farm- 

—ROBERT HERRING  WRIGHT. 


ing." 


EDWARDS  S  BROUCHTON    PR1HTIN6  CO..   RALEIGH.   N.  C. 


The  Patriotic  Teacher 

Robert  Herring  Wright 
(An  Address  Delivered  on  Founders'   Day) 


"I  firmly  believe  that  the  training  of  children  is  as  im- 
portant as  furnishing  food,  or  munitions,  or  as  going  out  to 
fight  in  the  trenches.  " 


"It  is  good  pedagogy  to  take  hold  where  the  student  is  interested, 
leading  from  that  to  something  else;  therefore  I  make  no  apology  for 
talking  about  the  war.  Many  of  you  are  already  personally  interested 
now,  and  before  long  you  will  have  brothers  in  France.  I  have  been 
wondering  if  you  know  how  big  this  war  is." 

President  Wright  then  attempted  to  give  his  listeners  some  concep- 
tion of  the  magnitude  of  the  war.  He  asked  them  if  they  realized 
what  it  meant  for  one-half  of  the  world  to  be  at  war,  and  gave  them 
some  concrete  comparisons  to  enable  them  to  grasp  the  vast  sums  of 
money  it  is  costing.  For  example,  he  told  them  that  enough  money 
had  already  been  spent  to  pave  every  railroad  from  the  Atlantic  to 
the  Pacific  with  twenty-dollar  gold  pieces;  that  the  United  States  had 
already  appropriated  enough  to  give  every  human  being  in  the  world 
four  dollars  apiece ;  that  enough  men  are  fighting  to  make  four  lines  of 
soldiers,  two  steps  apart,  from  the  Atlantic  to  the  Pacific. 

All  forces  are  now  turned  to  the  destruction  of  human  beings  and  of 
wealth,  he  said.  Many  more  people  than  in  the  whole  of  North  Car- 
olina have  been  killed,  and  many,  many  more  than  that  have  been 
wounded,  and  yet  it  costs  $15,000  to  put  one  soldier  out  of  commission. 
He  portrayed  some  of  the  horrible  destructive  forces  now  used. 

"If,  when  Governor  Jarvis  was  a  boy,  some  one  had  prophesied  that 
two  years  after  his  death  men  would  be  fighting  three  miles  in  the 
heavens,  on  the  earth,  and  in  the  earth  to  the  depth  of  thirty  or  forty 
feet,  and  under  the  depths  of  the  sea,  he  would  have  been  called  a  wild, 
impractical  dreamer ;  no  one  then  could  even  dream  of  what  we  actually 
see  and  know  today. 

"America,"  he  declared,  "has  taken  the  foremost  position  in  the 
nations'  of  the  world.  The  world's  capital  is  now  Washington.  If 
any  prophet  had  dared  predict  that  this  would  be  true  in  the  twentieth 
century  he  would  have  been  considered  an  idle  dreamer;  any  English- 
man would  have  known  he  was  a  false  prophet." 


The  Patriotic  Teacher  121 

President  Wright  then  gave  a  clear  idea  of  America's  place  among 
the  nations  of  the  world,  and  proved  his  statement  that  Washington 
is  the  capital  of  the  world  politically  and  financially.  "Delegations  of 
the  most  distinguished  men  of  the  world,  from  the  greatest  nations  of 
the  world,  gather  there  holding  conferences,  risking  their  lives  by 
coming  themselves  instead  of  sending  messages,  coming  to  see  what 
America  will  do.  Does  this  not  prove  that  Washington  is  the  political 
center  of  the  world  ?" 

"It  is  the  political  center  because  ideas  are  radiating  out  in  every 
direction.  It  is  the  banking  center,  the  financial  center,  as  America 
is  lending  money  to  the  Allies  and  is  feeding  the  world  and  fighting 
for  the  freedom  of  mankind  freely  and  willingly.  It  took  England 
two  years  to  do  what  we  did  in  two  months,  that  is,  to  draft  recruits 
for  the  army  so  that  those  who  could  best  be  spared  would  be  taken 
and  the  others  would  be  left  at  home." 

He  prophesied  that  there  would  be  a  unifying  of  religious  beliefs 
and  interests  so  that  the  Protestants  and  the  Catholics  will  unite  as 
Christians  until  there  will  be  a  world-wide  Chiistian  religion.  "When 
the  war  is  over  there  will  be  a  new  world  politically,  socially,  finan- 
cially, and  religiously." 

"Man  will  have  more  respect  for  his  fellow-man ;  all  distinctions  will 
be  shot  to  pieces;  it  will  make  no  difference  whether  he  hauls  coal, 
runs  a  bank,  is  a  minister,  runs  a  train,  has  a  little  store  at  the  cross- 
roads, is  a  rural  mail-carrier,  or  what  not,  a  man's  a  man.  Honest 
people  are  going  to  rule  the  world ;  there  will  be  a  clear  union  of  man 
to  man,  a  clear  union  in  the  political  world,  and  men  will  agree  to 
disagree  and  still  be  friends,  but  Truth  will  be  the  center  of  all.  The 
voice  of  the  people  will  be  the  voice  of  God,  and  in  the  multitude  of 
opinions  Truth  will  be  found. 

"In  the  social  changes  the  snob  will  be  done  away  with ;  the  man  or 
woman  who  does  things  will  count,  and  not  the  one  who  inherits  rights 
and  property.  A  new  method  of  distribution  will  make  a  new  nation 
financially.     'Love  one  another'  will  be  the  key  to  the  new  life." 

Here  Mr.  Wright  told  a  story  of  the  trenches  that  showed  that  love 
was  still  alive  among  men,  and  that  there  would  be  friendly  intercourse 
again  when  this  horrible  nightmare  was  gone.  He  put  these  questions  to 
his  audience,  "What  have  you  to  do  with  it?  What  is  your  mission? 
You  will  be  training  the  first  generation  that  will  try  out  the  new 
ideas,"  he  said.  "What  is  your  part  in  this  industrial,  commercial, 
religious  center  of  the  world?  I  firmly  believe  that  the  training 
of  the  children  is  as  important  as  furnishing  food,  or  munitions,  or  as 
going  to  fight  in  the  trenches." 

"The  greatest  era  of  change  that  has  ever  come  over  America  is  ahead 
of  us ;  different  conditions  must  be  faced,  and  we  must  know  how  to 


122  The  Training  School  Quarterly 

adjust  ourselves  to  these  changed  conditions;  there  is  not  a  revolution, 
but  there  has  been  a  change  of  ideals  and  of  attitudes ;  we  are  not  the 
same  we  were  even  twelve  months  ago.  It  is  of  the  utmost  importance 
that  American  young  men  and  women  be  given  right  ideals  and  right 
training.  The  responsibility  rests  on  the  teachers,  and,  although  it 
has  ever  rested  on  the  teacher,  today  the  responsibility  is  greater  than 
ever  before;  the  whole  world  is  looking  to  the  American  teacher.  If 
we  are  going  wrong  the  whole  world  will  be  led  astray.  It  is  as  much 
a  patriotic  duty  to  educate  as  to  produce. 

"If  I  could  get  the  ear  of  every  American  youth  I  would  say,  'Go  to 
school,  young  man.'  The  world  never  needed  educated  young  men  and 
women  as  it  will  need  them  from  now  on.  If  you  want  to  serve  your 
nation,  your  State,  and  your  God,  prepare  for  work ;  then  work.  Don't 
be  a  slacker;  be  a  volunteer." 

Mr.  Wright  said  that  when  war  was  declared  he  sat  down,  took  a 
survey  of  his  life,  trying  to  find  what  he  ought  to  do  for  his  country; 
and,  after  seriously  considering  all  possible  ways  in  which  he  could 
serve  his  country,  he  was  firmly  convinced  that  his  work  should  be  right 
here;  this  is  the  place  where  his  life  would  be  of  the  greatest  service. 
"The  work  being  done  in  an  institution  of  this  kind  is  as  important  as 
any  work  being  done  anywhere  else  in  the  world. 

"You  are  doing  the  greatest  service  when  you  are  teaching.  You 
are  doing  your  patriotic  duty  now,  this  summer,  when  you  spend  your 
money  and  time  to  equip  yourself  for  better  service  as  a  teacher. 

"Eliminate  the  schools,  and  a  people  revert  to  savagery.  Each  gen- 
eration of  children  are  born  savages,  and  will  remain  so  if  they  are  not 
trained.  Of  course,  all  the  educational  forces  are  not  in  the  school; 
but  the  school  is  the  most  important  of  the  organized  forces,  not  even 
excepting  the  ministry,  and  no  one  has  a  higher  regard  for  the  ministry 
than  I  have.  The  minister  has  a  chance  to  teach  one  day  in  the  week, 
whereas,  the  teacher  has  from  five  to  seven  days,  for  the  teacher  often 
does  community  work  on  Saturdays  and  teaches  a  Sunday  School  class 
on  Sunday. 

"You  should  give  the  best  in  your  lives  to  the  children  you  teach, 
and  unless  you  do  you  are  not  doing  your  full  duty.  Be  conscientious, 
earnest,  sincere  in  all  your  dealings  with  the  young  life  that  is  initrusted 
to  your  care.  You  may  feel  that  you  can  live  one  thought-life  and 
another  life  of  deeds,  but  your  thought-life  will  radiate  from  you  and 
the  child  will  get  to  the  core  of  your  life  and  realize  what  your  thought- 
life  is. 

"Let  me  urge  you,  as  you  guide  children,  guide  them  conscientiously 
and  seriously  and  honestly.  What  a  blessing  if  all  would  deal  in 
absolute  honesty  with  all  others!  You  cannot  do  a  dishonest  thing 
without  a  child's  finding  it  out. 


The  Patriotic  Teacher  123 

"There  is  no  place  in  the  world's  hive  for  drones.  Give  the  children 
training  that  will  enable  them  to  live,  and  to  do  something  so  they  will 
not  be  drones.  This  is  the  time  of  the  year  when  the  bees  take  a  drone 
out  and  kill  him." 

Mr.  Wright  proved  that  North  Carolina  was  a  great  place  in  which 
to  work.  "The  soil  is  of  great  fertility,  the  natural  resources  vast  and 
undeveloped ;  in  fact,  North  Carolina  is  the  garden  spot  of  the  world." 
He  asked  his  audience  if  they  knew  that  there  were  places  in  North 
Carolina  where  they  actually  did  this:  cut  the  timber  from  the  land, 
burn  the  brush,  ditch  the  land,  then  take  a  stick  and  jab  a  hole  in  the 
ground,  drop  the  seed  in  the  holes,  then  go  off  and  do  nothing  else  until 
harvest  time,  then  harvest  fifty  bushels  of  corn  to  the  acre.  He  told 
of  hearing  one  man  deplore  the  fact  that  he  had  to  plow  deep  now; 
when  asked  how  deep,  he  said,  "6  or  7  inches." 

"We  are  not  awake,"  he  said ;  "we  do  not  realize  our  blessings,  we 
do  not  see  what  is  around  us.  The  boys  and  girls  should  be  brought  up 
with  their  eyes  open  to  the  opportunities  around  them.  It  is  your  duty, 
fellow-teachers,  to  enable  these  boys  and  girls  to  see;  it  is  yours  to  de- 
velop their  powers  so  that  they  will  have  a  willingness  and  a  desire 
to  develop  the  natural  resources.  Beaufort  County  alone  has  enough 
rich  land  to  feed  North  Carolina. 

"The  reward  will  not  be  to  you  in  dollars  and  cents,  but  it  will  come 
to  you  a  hundred-fold.  Seeing  the  fruit  of  your  labor  is  in  itself 
great  reward. 

"My  parting  injunction  to  you  is,  remember  you  are  rendering  to 
humanity  and  the  world  the  greatest  service  possible  for  you  to  render 
if  you  educate  the  coming  generation.  Hold  this  in  mind,  Educating 
is  as  important  as  fighting  and  farming.  This  is  your  duty.  Don't 
be  a  slacker.     Do  your  bit." 


Trustees  for  the  State 

Senator  F.  C.  Harding, 

Member  of  Executive  Committee,  Board  of  Trustees 

CHE  North  Carolina  General  Assembly  of  1917  was  conservative, 
progressive,  and  constructive:  conservative,  because  it  declared 
its  faith  in  the  conservation  of  existing  educational  and  charita- 
ble institutions  of  the  State;  progressive,  because  it  not  only  provided 
liberal  support  for  the  institutions  already  established,  but  created 
new  institutions  with  a  purpose  and  a  plan  to  work  out  problems  in 
new  and  untried  fields  for  the  uplift  of  humanity  and  the  good  of  the 
State;  constructive,  because  it  did  not  hesitate  to  make  an  appropria- 
tion of  three  million  dollars  to  the  State's  institutions,  as  a  safe  and 
sane  foundation  whereon  they  might  begin  to  build  for  the  future. 

A  three  million  dollar  bond  issue  was  not  popular  at  first.  It  was  sug- 
gested that  those  who  favored  it  would  never  be  returned  to  the  General 
Assembly.  The  idea  that  the  members  of  the  General  Assmbly  were 
not  elected  to  legislate  for  their  return,  but  for  the  purpose  of  legislat- 
ing for  the  best  interests  of  the  State,  soon  prevailed,  and,  with  the 
great  majority,  there  was  no  hesitation.  The  appropriation  of  three 
million  dollars  was  the  State's  investment  in  manhood  and  womanhood. 
A  great  State  cannot  exist  without  great  men  and  great  women,  and 
the  General  Assembly  of  1917  had  absolute  faith  in  the  sanity  and 
wisdom  of  the  investment. 

Of  this  amount,  the  East  Carolina  Teachers  Training  School  will 
receive  two  hundred  thousand  dollars.  There  are  two  factors  in  the 
investment  so  far  as  this  institution  is  concerned.  First,  the  General 
Assembly  has  provided  the  money  which  carries  with  it  larger  oppor- 
tunities. Second,  what  will  the  students  of  this  institution  do  with 
the  opportunity?  The  State  invests  two  hundred  housand  dollars  in 
the  students  of  this  institution,  and  the  State  expects  a  large  return 
on  the  investment.  Each  student  becomes  a  trustee  of  a  fund  and 
carries  the  fund  in  the  form  of  higher  efficiency  in  teaching  ability  to 
every  student  who  comes  under  her  teaching  influence.  Each  student 
of  this  institution  will  probably  train  from  thirty  to  forty  pupils  each 
year,  within  the  borders  of  the  State,  most  of  you  in  rural  schools. 
Through  you,  the  State  is  giving  opportunity  to  thousands  of  boys  and 
girls  out  in  the  rural  districts.  One  teacher,  trained  by  the  State, 
means  better  opportunity  and  higher  training  for  a  hundred  boys  and 
girls. 

The  town  is  not  the  salvation  of  the  country.  The  rural  district  is 
the  real  bone  and  sinew  of  our  great  country.  The  great  city  of  New 
York  would  retrograde  within  twenty  years  were  it  not  for  the  new 


Trustees  foe  the  State  125 

blood  and  bone  and  sinew  which  flow  into  the  great  metropolis  every 
year  from  the  country,  the  rural  district,  the  cross-roads  and  the  country 
town. 

The  State  expects  large  dividends  from  its  investment  in  the  rural 
school  teacher.  Out  of  this  investment,  the  State  will  receive  a  million 
times  more  in  the  elevation  of  manhood  and  womanhood  than  can  ever 
be  counted  in  dollars  and  cents.  We  have  an  abiding  faith  in  the  trus- 
teeship of  the  students  of  this  institution,  in  carrying  the  effect  of 
this  investment  to  thousands  of  girls  and  boys  in  ISTorth  Carolina,  and 
we  have  an  abiding  faith  in  the  splendid  part  they  will  play  in  the 
building  of  a  larger  State  based  on  the  broad  foundation  of  Christian 
citizenship. 


The  Certification  Law  and  the  City  Teacher 

W.  R.  Mills, 
Superintendent  Louisburg  Schools 

PUBLIC  school  teachers  are  just  as  human  as  any  other  class  of 
public  servants,  and  view  with  critical  eyes  any  movement  that 
will  change  their  legal  status.  They  are  conservative,  they 
are  jealous  of  their  privileges  and  jealous  to  defend  themselves  against 
any  seeming  injustice. 

It  is  not  to  be  wondered  at,  therefore,  that  the  teachers  in  our  city 
schools  have  been  alarmed  somewhat  when  the  Legislature  has  said  that 
all  teachers,  city  as  well  as  rural,  must  be  certified  by  a  State  Board 
of  Examiners.  These  teachers  for  years  have  enjoyed  immunity  from 
all  academic  and  professional  tests,  except  such  as  the  local  superin- 
tendent or  local  board  might  demand.  In  the  majority  of  cases  the 
teachers  in  the  city  schools  have  been  compelled  to  stand  no  examina- 
tion, have  not  been  required  to  attend  institutes  or  summer  schools,  and 
they  have  in  many  instances  seen  no  reason  why  they  should  do  any 
professional  reading.  In  the  majority  of  our  city  schools  'he  only 
legal  requirement  for  a  position  has  been  the  ability  to  induce  the 
majority  of  the  members  of  the  local  school  board  to  vote  for  the 
teacher.  This  made  the  city  teacher  feel  that  she  had  drawn  a  capital 
prize  in  the  educational  lottery. 

But  from  the  viewpoint  of  the  best  interests  of  the  schools  as  a  whole 
this  has  not  been  a  blessing.  It  will  be  admitted  that  the  city  schools 
have  been  able  to  secure  and  retain  the  best  trained'  teachers  in  the 
country,  but  there  has  been  a  tendency  in  many  of  our  smaller  towns 
and  cities,  and  perhaps  in  some  of  the  larger  towns,  for  the  teacher 
to  take  her  immunity  from  examinations  and  other  demands  that  are 
made  on  her  rural  sister  as  a  sort  of  license  to  neglect  her  professional 
training.  She  is  tempted  to  feel  secure  in  her  position  through  the 
influence  of  a  kinsman  or  personal  friend  on  the  local  board.  The 
superintendent  may  try  as  earnestly  as  he  will  to  induce  her  to  make 
daily  preparation  for  her  work,  to  read  professional  books,  and  do  other 
things  that  tend  to  make  her  more  efficient,  and  she  will  not  do  it. 
There  are  dozens  of  superintendents  in  Worth  Carolina  who  have  had 
this  experience  with  a  teacher.  It  is  admitted  that  the  above  is  an 
extreme  example  of  indifference,  but  it  is  a  fact  that  this  sort  of  thing 
frequently  happens  in  this  State.  Our  system  of  special  charter  schools 
with  no  legal  qualification  or  standard  for  teachers  is  a  vicious  one 
and  invites  inefficiency.  It  tends  to  offer  a  haven  of  refuge  for  the 
unprofessional  and  nonprogressive  teacher. 


Faculty  and  County  Groups 


The  Certification  Law  127 

The  new  certification  law  will  remedy  this.  Henceforth  we  must  all 
live  up  to  the  same  legal  requirements.  No  longer  will  there  be  in  the 
public  schools  of  this  good  State  a  sort  of  educational  aristocracy,  a 
privileged  class.  The  State  means  to  safeguard  the  interest  of  the 
child  who  has  the  good  or  bad  fortune  to  live  in  a  town  or(  city,  just 
as  surely  as  it  does  the  interest  of  the  child  of  the  humble)3t  tenant 
farmer.  The  city  teacher  must  think  no  longer  that  she  is  responsible 
only  to  the  whims  of  the  local  board  or  the  citizenship  of  the  com- 
munity in  which  she  may  be  working.  She  must  come  to  realize  that 
she  is  a  part  of  that  larger  enterprise  that  is  set  up  by  all  the  people  of 
the  State  for  the  development  of  all  the  people  of  the  State. 

But  the  certification  law  will  work  no  hardship  on  the  city  teacher, 
nor  will  it  deprive  her  of  one  single  legitimate  privilege.  On  the  other 
hand  it  will  tend  to  improve  her  status.  If  she  is  a  teacher  worthy  of 
the  name,  she  knows  that  she  is  meeting  unjust  competition  all  the 
time  under  our  present  system.  It  does  not  put  a  premium  on  efficiency 
and  frown  down  on  inefficiency.  Under  the  new  law,  the  ambitious, 
conscientious,  energetic  teacher  will  not  be  rated  with  the  teacher  who 
is  lacking  in  one  or  all  of  these  qualities.  The  new  law  will  in  the 
course  of  a  few  years  aid  tremendously  in  the  elimination  of  the  unpro- 
fessional teacher,  but  this  is  a  distinct  service  to  the  teacher  who  is 
striving  to  meet  the  demands  that  our  modern  life  is  making  on  the 
school. 

In  their  recent  bulletin,  the  State  Board  of  Examiners  have  outlined 
their  policy  of  certifying  for  one  year  all  teachers  now  in  service  in 
our  special  charter  schools.  No  teacher  now  in  service  in  a  city  school 
will  be  expected  to  stand  an  examination  this  year,  and  it  is  quite 
probable  that  she  will  be  given  an  opportunity  to  keep  her  certificate 
in  force  without  examination  on  academic  subjects.  She  will  be  ex- 
pected to  do  a  reasonable  amount  of  professional  work  each  year,  but 
she  can  in  no  sense  consider  this  a  hardship.  The  inner  law  of  the 
school — that  felt  need  in  human  society  that  called  the  school  into 
being — has  made  this  demand  on  all  of  us  from  the  beginning,  but  in 
too  many  instances  we  have  ignored  the  call.  Now  those  who  heed 
this  demand  will  be  rewarded  for  their  faithfulness,  while  those  who 
take  the  opposite  stand  will  quickly  find  themselves  relegated  to  the 
walks  of  private  life.  We  stand  at  the  beginning  of  a  new  era  in 
things  educational  in  North  Carolina.  The  well-trained  teacher  is  to  be 
encouraged  to  give  her  life  to  the  work  with  the  assurance  that  the 
State  will  protect  her  from  unjust  and  ruinous  competition.  The 
certification  law  is  her  safeguard,  and  the  city  teacher  should  welcome 
it  as  an  invitation  to  enter  into  a  more  stable  and  permanent  relation- 
ship with  the  State  and  the  community  which  she  may  be  called  to 
serve.     It  lifts  the  calling  of  the  teacher  to  the  level  of  a  profession. 


School  Agriculture  and  Community  Service 

[Mr.  Heald,  from  the  United  States  Department  of  Agriculture,  is  working 
in  collaboration  with  Mr.  Hoover  on  the  food  problem.  This  is  the  plan 
outlined  by  him  for  making  school  agriculture  count  in  a  community.     Ed.] 

^T   a  time  when  our  nation  demands  that  each  person  do  his 
utmost  for  the  common  cause  of  humanity,  the  rural  school 
teacher  is  in  a  position  to  render  a  great  service. 
In  connection  with  both  agriculture  and  home-making,  she  should 
not  be  content  with  formal  school  courses,  but  should  render  all  of  her 
work  applicable  to  the  life  and  needs  of  her  community. 

It  is  evident  that  unless  she  is  well  informed  as  to  conditions  in  the 
district,  it  will  be  entirely  an  accident  if  she  renders  any  considerable 
service.  If  she  becomes  well  informed  about  the  farming  and  home 
conditions  in  her  district,  she  can  attack  these  problems  intelligently. 
This  leads  us  to  infer  that  a  community  survey  covering  crops  or 
animals  may  be  one  essential  step  in  the  process  of  teaching  agriculture 
in  the  terms  of  farm  life.       {Chart  vsed  as  follaws:) 

ml  .  ■  THE   DISTRICT   STJKVEY 

Ihe  Aims. 

To  know  the  district. 

To  obtain  a  basis  for  teaching  agriculture. 

To  interpret  better  statistics  of  State  and  Nation. 

To  observe  progress  by  successive  surveys. 

To  provide  vital  correlation  material. 

The  Method. 

Prepare  adequate  lists  of  questions. 

Cover  one  phase  of  farming  in  each  survey. 

Collect  data  from  all  farms.     Use  each  pupil. 

Tabulate  data  by  farms. 

Make  a  summary  of  tabulations. 

Make  the  survey  data.     District  map. 

Utilization  as — 

Basis  of  class  instruction. 

Problems,  reports,  and  other  correlations. 

Means  of  developing  home  projects. 

Entering  wedge  for  community  service. 
Having  obtained  the  information  concerning  the  local  farming,  all 
the  agriculture  taught  should  be  measured  by  three  requirements : 

1.  Its  local  application. 

2.  Its  seasonableness. 

3.  Its  power  to  interest  the  pupils. 


School  Agriculture  and  Community  Service  129 

The  most  effective  way  to  interest  the  pupil  and  to  lay  the  basis  of 
real  community  service  is  to  have  each  pupil  carry  a  home  project. 
In  fact,  it  would  be  wise  for  the  pupil  to  carry  both  a  plant  and  animal 
project  through  the  year  as  the  laboratory  phase  of  the  school  agri- 
culture. 

The  home  farm  is  the  most  natural  laboratory  for  the  school  in  this 
respect,  and  nearly  all  the  lessons  on  animal  life  might  be  woven  about 
or  applied  in  a  pig  project  or  a  poultry  project.  In  the  same  way  a 
corn  project  might  involve  nearly  all  the  lessons  on  the  plant  phases 
of  agriculture. 

The  chart  issued  to  develop  the  "Home  Project"  was  as  follows: 

SCHOOL-HOME   WORK   IN   AGRICULTURE 

A  Statement  of  Essentials 

1.  A  Plan  of  home  work  to  cover  a  more  or  less  extended  period  of 
time. 

2.  A  Part  of  school  instruction  in  agriculture. 

3.  A  Problem  more  or  less  new  to  the  pupil. 

4.  An  Agreement  on  the  plan  between  parent,  pupil,  and  teacher. 

5.  Supervision  of  home  work  by  competent  persons. 

6.  Detailed  Records  of  time,  method,  cost,  and  income. 

7.  A  Report  based  on  record,  submitted  to  teacher. 
This  is  commonly  called  home-project,  club-project,  etc. 
(Practicums  are  less  extended  exercises.) 

This  plan  is  developed  in  United  States  Department  Bulletin  No. 
385  (price  5  cents). 

With  the  proper  selection  of  illustrative  material  while  the  class  is 
on  a  field  trip,  and  the  proper  use  of  practical  exercises  at  school,  the 
teacher  may  avoid  the  bookish  type  of  course  and  render  a  real  service 
to  her  community. 

The  teacher  should  not  be  ashamed  to  say,  "I  don't  know,"  but  in 
each  case  should  seek  for  the  information  at  the  proper  sources.  The 
State  College  of  Agriculture  will  furnish  most  of  the  information 
needed,  and  when  an  emergency  problem  arises  the  Extension  Service 
will  render  valuable  assistance. 

Every  teacher  should  know  how  to  use  the  United  States  Department 
of  Agriculture.  Ask  the  Division  of  Publications  to  send  you  regularly 
the  monthly  lists  of  new  publications  and  to  put  your  name  on  the 
mailing  list  to  receive  the  list  of  Farmers'  Bulletins  as  frequently  as 
it  is  revised. 

Sign  your  name,  give  your  proper  address,  and  send  to  the  United 
States  Department  of  Agriculture,  Washington,  D.  C. 

Farmers'  Bulletins  may  be  obtained  free,  in  limited  numbers,  from 
the  same  Division.     Other  bulletins  are  issued  in  limited  editions,  and 


130  The  Training  School  Quarterly 

when  the  free  edition  is  exhausted  may  be  obtained  at  a  small  price 
from  the  Superintendent  of  Documents,  Government  Printing  Office, 
Washington,  D.  C. 

If  any  teacher  writes  about  her  own  needs  or  problems,  and  addresses 
the  Division  of  Agricultural  Instruction,  States  Kelations  Service, 
United  States  Department  Agriculture,  her  request  will  receive  personal 
attention. 


Outline  of  Lessons  on  Food  Conservation 

[These  lessons  sent  out  by  Hoover  as  a  course  for  Summer  Schools,  have 
been  given  at  the  Training  School.     Ed.] 

I.  Part  1.  Food  the  Deciding  Factor. 

Part  2.  Hoover's  Plan  of  Food  Administration: 
Organization  for  food  conservation. 
Federal. 
State. 
Local. 

II.  Food  Conservation  Measures. 
Use  of  local  foodstuffs. 
Use  of  perishables. 
Elimination  of  waste. 
Conservation  of  wheat. 
Conservation  of  fats,  sugars,  meats. 
Preservation  of  perishable  foods. 
Adequate  feeding  for  health. 

Ill — IV.  Wheat  Conservation:    Demonstrations  of  Emergency  Breads. 

V.  Conservation  of  Meat. 

VI.  Conservation  of  Fats  and  Sugars. 

VII.  Food  Preservation:    Demonstration  of  Canning. 

VIII.  Food  Preservation:    Demonstration  of  Drying. 

IX.  Fundamentals  of  an  Adequate  Diet:    Adults,  Children,  Infants. 

X.  Methods  op  Organizing  Local  Groups  into  a  Working  Unit. 


Geography  in  the  Primary  Grades 

Fannie  McPhail, 

Supeivisor  Stevens  County,  Oklahoma 

CHE  subject  of  geography  has  been  a  long  neglected  one  in  con- 
sidering the  proper  material  to  be  incorporated  in  our  daily 
programs  for  the  primary  grades.  This  neglect  may  come 
from  various  causes,  but  chief  among  them  is  probably  the  lack  of  a 
full  appreciation  of  this  subject  in  relation  to  other  subjects  that  hold 
their  place  without  question. 

In  the  primary  grades  we  must  think  of  the  study  of  geography  with- 
out a  text-book,  for  there  is  no  true  home  geography  text  since  each 
community  has  its  own  individual  environments;  but  there  are  general 
geographical  principles  that  may  be  applied  anywhere.  So  each  teacher 
must  find  her  own  material  for  the  beginner,  and  plenty  of  it  she  will 
find,  too,  if  she  keeps  her  eyes  open  and  possesses  the  resourcefulness 
which  every  primary  teacher  should  possess. 

Home  geography  is  not  a  subject  within  itself,  nor  even  a  separate 
division  of  geography,  but  only  a  means  of  approach  from  the  known 
to  the  unknown  through  the  everyday  experiences  of  the  children.  It 
is  closely  related  to  nature  study,  history  and  arithmetic,  and  forms 
a  great  center  for  language  work. 

The  first  lessons  should  be  "talking  lessons,"  in  which  the  pupils, 
with  the  teacher,  discuss  the  different  things  touching  the  life  of  that 
particular  community.  The  distance  to  the  nearest  town,  the  roads 
and  their  condition,  the  necessity  of  good  roads,  the  modes  of  travel, 
the  means  of  transportation  and  communication,  the  relation  of  town 
and  country,  the  marketed  produce,  reasons  for  trade,  and  the  many 
other  things  that  are  part  of  the  very  existence  of  a  people. 

An  intensive  study  of  home  products  should  be  taken  up.  Cotton, 
for  example,  should  be  studied  in  its  growth,  the  gathering,  the  ginning, 
and  the  marketing  by  the  farmer.  Then  the  cotton  factories  in  differ- 
ent cities  with  their  facilities  for  elothmaking  prove  interesting  to 
children,  particularly  if  the  teacher  has  had  an  opportunity  of  visiting 
a  factory  and  can  give  first-hand  stories  of  cloth  manufacture.  And 
so  with  wheat  and  other  native  crops  this  cycle  of  trade  may  be  traced, 
and  the  child  will  become  more  interested  in  the  growing  things  around 
him  if  he  knows  something  of  their  ultimate  value.  Many  factories 
have  arranged  educational  exhibits  of  their  products  in  the  different 
processes  of  manufacturing  and  are  glad  to  send  them  out  to  schools 
to  add  interest  to  product  study.  In  this  day  of  conservation  of  food 
children  should  be  taught  more  of  the  actual  cost  of  things,  and  there 
is  no  better  place  to  touch  on  the  subject  than  in  the  home  geography 


132  The  Training  School  Quarterly 

lessons.     The  subject  should  not  be  dealt  with  too  extensively,  but  only- 
presented  in  a  simple  way  that  ties  up  with  their  everyday  experiences. 

Taking  the  school  as  the  center  of  a  community,  a  simple  plan  or 
map  illustrating  the  schoolhouse  and  grounds  could  be  made,  giving  the 
correct  directions  and  relative  location  of  all  buildings  and  roads.  Dif- 
ferent neighboring  farms  should  be  located  around  this  plan  that  the 
children  may  get  a  real  bird's-eye  view  of  their  district.  If  the  teacher 
has  a  kodak  she  may  make  an  interesting  booklet  for  display  on  the 
school  reading  table.  She  can  get  good  snapshots  of  the  school  building 
and  grounds,  various  views  of  children  engaged  in  different  games,  and 
pictures  of  the  farm  homes  of  the  community,  emphasizing  the  best 
modern  improvements  in  the  locality.  What  farmer  would  not  with 
pride  pose  for  his  picture  before  a  new  barn  or  standing  beside  a 
favorite  fine  horse,  cow,  or  a  drove  of  thoroughbred  Poland  Chinas; 
and  the  wife  with  her  chickens,  garden,  or  flowers?  This  booklet  en- 
titled, "Our  Community,"  will  be  exhibited  with  pride  at  the  county 
fair  or  school  rally. 

Primary  children  enjoy  sand-table  work  and  will  enter  into  the 
building  of  mountains,  valleys,  rivers,  plains,  volcanoes,  and  other 
physical  features  of  the  earth's  surface  with  as  much  zest  and  enthu- 
siasm as  they  enter  into  their  play.  And  it  is  play  to  them,  the  kind  of 
educational  play  that  should  have  a  great  place  in  our  primary  school. 

Many  of  our  supplementary  readers  contain  stories  of  children  of 
other  lands,  and  from  these  stories  may  grow  interesting  lessons  of  the 
manners  and  customs  of  different  people.  How  dear  to  a  child's  school 
life  is  the  experience  of  representing  Indian  life,  an  Eskimo  village, 
or  a  Japanese  town  on  the  sand  table  and  connecting  this  construction 
work  with  their  stories  ! 

The  making  of  booklets  containing  cut-out  pictures  taken  from 
magazines  or  advertisements  is  another  form  of  interesting  construc- 
tion work  relative  to  geography.  The  pictures  may  represent  phases 
of  industrial  life  of  our  own  country  or  views  of  the  raising  and  manu- 
facturing of  many  of  our  imported  products.  A  first  grade  will  enjoy 
making  simple  booklets  and  entitle  them,  "How  We  Travel,"  illustrated 
with  pictures  of  horses,  buggies,  automobiles,  bicycles,  trains,  boats, 
and  airships;  "What  We  Wear,"  with  pictures  of  the  cotton  industry, 
wool  production,  and  silk  raising;  or,  "What  We  Eat,"  easily  illus- 
trated with  various  material  taken  from  seed  catalogues  and  other  ad- 
vertising sources. 

In  the  third  grade  the  study  of  the  world  from  the  globe  may  be 
profitably  begun.  A  blackboard  globe  should  be  used  in  connection 
with  the  other  globe  that  the  children  may  learn  to  locate  for  them- 
selves the  great  land  and  water  bodies.     This  is  better  than  the  flat 


Geography  in  the  Primary  Grades  133 

surface  map  drawing  which  is  often  misleading  to  children  and  gives 
them  no  correct  idea  of  the  earth's  shape. 

Seasons,  climate,  and  general  local  weather  conditions  can  be  dis- 
cussed with  primary  children  and  they  will  become  very  observant  when 
properly  interested.  If  a  thermometer  is  placed  near  the  schoolroom 
and  a  daily  record  of  temperature  kept,  a  lively  interest  will  be  shown 
in  comparing  these  reports. 

Children  should  be  encouraged  to  make  observations  of  the  moon  and 
stars  and  report  on  them  next  day.  If  the  teacher  properly  questions 
her  pupils  and  gives  them  something  definite  to  find,  they  will  take 
eager  interest  in  these  things.  The  milky  way,  the  big  dipper,  the 
clearest  stars  seen  at  different  times,  and  the  moon  in  its  changes  are 
subjects  of  interesting  study.  Children  like  to  draw  the  shape  of  the 
moon  they  saw  the  night  before,  and  compare  it  with  the  moon  as 
previously  seen. 

To  accomplish  the  best  work  in  primary  geography  the  teacher  must 
be  keen  to  see  the  many  occasions  in  which  this  subject  may  be  brought 
in  incidentally,  and  make  the  material  she  uses  really  count  for  some- 
thing in  the  children's  lives. 


Address  before  the  Graduating  Class 

LlEUTENANT-iGrOVEENOR    0.    MAX    GAKDNER 

CIEUTEISTANT-GOVERNOR  GARDNER  took  as  his  theme 
"Patriotic  Womanhood."  His  address  was  embellished  with 
stories  and  was  expressed  in  a  rich  flow  of  language.  At  times 
he  spoke  with  fire  and  zeal.  He  referred  time  and  time  again  to  the 
work  of  this  institution  and  to  the  type  of  womanhood  it  is  turning 
out.  He  called  the  school  an  "educational  reservoir  for  young  women, 
sending  out  its  waters  to  water  the  land."  He  believed  the  teacher  is 
the  most  privileged  of  all  women  except  the  mother.  He  referred  to 
the  early  struggles  of  this  school,  and  paid  tribute  to  Governor  Jarvis. 
He  said  he  believed  that  this  was  the  greatest  piece  of  constructive  work 
that  great  man  ever  did,  and  that  this  school  expresses  the  best  aims 
and  aspirations  of  his  life.  This  school  is  dedicated,  he  said,  to  the 
idea  that  man  was  commanded  to  eat  his  bread  in  the  sweat  of  his 
brow,  dedicated  to  the  training  of  young  women  not  only  to  work  with 
their  minds,  but  to  labor  with  their  hands.  Men  and  women  must 
work  in  order  to  make  the  most  perfect  manhood  and  womanhood. 
Wealth  and  prosperity  of  a  nation  are  dependent  on  the  labor  of  indi- 
viduals; the  old  idea  that  was  prevalent  before  the  war  has  been  worn 
threadbare  and  thrown  away. 

"A  nation's  prosperity  is  but  the  result  of  the  individual's  labor. 
This  is  the  source  of  a  nation's  greatness  and  its  revenue."  The  speaker 
here  used  the  figure  of  speech  comparing  the  course  of  this  labor  to  a 
rill,  broadening  out  until  it  enters  the  bosom  of  the  ocean  and  becomes 
the  bearer  of  the  destiny  of  the  world. 

He  emphasized  the  great  significance  of  this  wonderful  period  and 
the  part  women  have  to  play  in  it.  He  briefly  reviewed  the  advance- 
ment of  womankind  from  the  days  when  she  was  merely  the  "boss 
slave,"  through  the  first  step,  when  she  was  elevated  by  the  abandon- 
ment of  the  purchase  of  wives.  She  did  not  advance  far  in  Hebrew 
history,  or  even  in  Greek  history  in  the  days  of  Homer.  It  has  been 
the  "irony  of  fate  and  the  sarcasm  of  destiny"  that  the  daughters  of 
these  women  slaves  have  been  equal  and  superior  in  the  arts  of  civiliza- 
tion to  men.  He  told  a  story  in  which  was  quoted  the  facetious  remark, 
"man's  first  sleep  became  his  last  repose." 

He  here  paid  tribute  to  the  mothers  of  the  leaders  of  the  world,  and 
quoted  Ruskin  in  praise  of  woman.  He  cited  famous  women  of  the 
world  who  have  influenced  men,  thrones  and  dynasties,  as  Cleopatra, 
Joan  of  Arc,  and  Frances  Willard.  He  warned  his  listeners  against 
one  fault  that  men  and  women  are  both  guilty  of,  that  is,  severe  judg- 
ment of  human  beings,  criticism,  prejudice,  daring  to  reconstruct  a 


Address  Before  the  Graduating  Class  135 

whole  individual's  reputation  from  a  few  scattered  facts.  He  read  a 
bit  of  fugitive  verse,  "Forget  It,"  which  contained  timely  admonition. 
He  warned  against  what  Dean  Swift  called  a  "wolfish  woman." 

He  urged  the  young  women  of  the  class  to  be  constructive  rather 
than  destructive  forces.  He  referred  to  the  seriousness  of  June  5,  and 
said  the  supreme  test  was  being  made  now  as  to  whether  or  not  a  govern- 
ment for  the  people  and  by  the  people  can  exist;  citizens  of  the  State 
and  the  Nation  are  confronted  with  the  problems  that  involve  democ- 
racy, freedom,  liberty,  and  equality.  He  reminded  his  North  Carolina 
audience  that  the  red  blood  of  the  same  fathers  as  those  with  whom  we 
shall  fight,  our  allies,  flows  in  our  veins,  and  we  must  do  our  duty.  North 
Carolina  has  ever  been  slow  and  conservative,  and  she  has  not  been 
among  the  first  to  feel  the  impulse  of  patriotism,  but  when  once  aroused 
she  has  been  irresistible. 

"It  is  no  time  for  any  man  or  set  of  men  to  plan  for  their  own  profit 
without  considering  the  cry  of  the  nation  and  the  distress1  of  the  times. 
We  need  to  kindle  the  fires  of  patriotism  and  foster  reverence  for  the 
flag."  He  spoke  of  this  nation  as  the  champion  of  the  little  nations; 
it  is  the  symbol  of  liberty  and  equality,  which  means  that  only  the 
people  are  sovereigns.  "If  there  is  any  one  who  cannot  honor  it  he 
should  keep  his  mouth  shut."  He  referred  to  the  unexpectedness  of 
the  war  and  declared  that  he  believed  we  entered  it  without  passion. 
We  had  believed  we  had  arrived  at  an  age  of  eternal  peace  when  we 
were  caught  in  this  furious  seething  turmoil,  but  he  expressed  the 
belief  that  good  would  somehow  come  out  of  it  all,  but  that  peace  would 
not  come  until  the  sea  is  cleared  and  free  for  all.  The  United  States 
is  dedicated,  he  believes,  to  the  cause  of  clearing  the  seas. 

He  expressed  the  hope  that  this  class  was  filled  with  splendid  impulse 
and  broad  hope,  and  with  a  desire  to  relieve  the  suffering  and  lighten 
the  sorrow  and  load  of  care.  Education  is  not  complete  unless  ideas 
of  service  are  deeply  imbedded  in  each  one. 

The  speech  closed  with  a  fine  peroration  calling  blessings  upon  the 
heads  of  the  young  women  who  are  going  forth  in  the  world. 


How  I  Put  Up  Tomatoes  in  a  Variety  of  Ways 

Ethel  Smith,  Class  of  '18 

~a  ■  FEW  years  ago  when  I  was  interested  in  the  Girls'  Tomato 

JfflHS  Club  work,  I  was  working  faithfully  and  earnestly  each  day 
*^  B  "To  make  the  Best  Better."  I  raised  about  twenty-seven  bush- 
els of  tomatoes  on  one-tenth  of  an  acre,  which  filled  six  hundred  and 
twelve  quart  cans,  and  lost  only  eight  quarts  out  of  this  number.  I 
had  such  a  quantity  of  nice  tomatoes  I  was  anxious  to  learn  other  ways 
of  putting  them  up  for  home  use.  Our  superintendent  suggested  that 
we,  the  girls  in  our  club,  as  a  group,  try  for  the  State  prize  offered  to 
the  club  girl  who  had  an  exhibit  of  tomatoes  put  up  in  the  greatest 
variety  of  ways.  He  told  us  if  there  was  a  prize  offered  at  the  Pitt 
County  fair  we  could  use  the  same  exhibit  again.  Three  of  us  worked 
faithfully,  getting  up  our  exhibit  for  the  fair.  It  was  fun  hunting 
through  many  cook  books,  magazines,  and  papers  to  find  recipes  for 
tomatoes. 

It  required  thought  and  work  to  get  up  the  exhibit,  but  it  was  a 
pleasure  to  me  to  try  out  the  different  recipes.  If  I  found  one  that 
was  especially  good  I  made  enough  for  home  use.  I  made  only  a  pint 
jar  of  each  kind  for  the  exhibit.  The  exhibit  was  made  very  attractive, 
by  labeling  each  jar;  then  the  recipe  of  each  thing  was  attached  to  it. 

Much  to  my  delight  and  surprise,  I  was  successful  in  putting  up 
thirty-two  different  varieties,  the  second  girl  put  up  sixteen,  and  the 
third  twelve.  We  three,  as  a  group,  won  the  State  prize  for  the  best 
county  exhibit.  I  won  a  prize  of  six  dollars  at  the  county  fair  for  the 
largest  number  of  ways  of  putting  up  tomatoes.  I  was  very  proud 
of  my  success  and  felt  that  I  was  well  repaid  for  my  summer's  work. 

The  following  is  a  list  of  a  few  of  the  thirty-two  things  I  had  success 
with:  Two  kinds  of  "Ripe  Tomato  Marmalade,"  "Green  Tomato 
Marmalade,"  two  different  kinds  of  "Chili  Sauce,"  "Green  Tomato 
Sauce,"  "Green  Tomato  Soy,"  "Tomato  Catsup,"  "Tomato  Catsup  with 
Vinegar,"  "Tomato  Butter,"  two  kinds  of  "Chopped  Pickle,"  "Ripe 
Tomato  Pickle,"  "Green  Tomato  Pickle,"  "Ripe  Tomato  Preserves," 
"Green  Tomato  Preserves,"  "Tomato  Honey,"  "Sweet  Pickle  Tomato," 
Tomato  Relish,"  and  "Chow-chow." 

After  the  fair  I  brought  the  goods  I  had  on  exhibit  home  and  we 
used  them  for  the  table;  many  of  them  added  greatly  to  our  lunches  to 
take  to  school.  So  all  the  family  enjoyed  the  results  of  my  work,  and 
in  using  the  exhibit  in  this  way  I  found  out  which  ones  people  liked 
best,  or  at  least  which  ones  my  family  liked  best.  I  was  glad  to  know 
this  so  I  could  put  up  a  larger  quantity  of  these  particular  kinds  for 


Tomatoes  in  Variety  of  Ways  137 

home  use  another  year.     I  passed  a  number  of  these  recipes  on  to 
neighbors  and  to  people  at  a  distance,  at  their  request. 
Following  are  a  few  of  the  recipes  that  were  popular : 

RIFE  TOMATO  MARMALADE. 

Pare  and  slice  two  quarts  of  ripe  tomatoes;  remove  the  peeling  from  two 
large  lemons  and  cut  the  pulp  fine,  taking  out  all  seeds;  add  two  pounds 
of  granulated  sugar  and  one-half  cup  of  seeded  raisins;  put  into  a  preserving 
kettle  and  cook  slowly  until  thick  (from  2  to  3  hours  usually  required) ;  put 
into  small  jars  or  glasses  and  cover  with  melted  paramne. 

SWEET  PICKLED  TOMATO 

Take  green  tomatoes  and  slice  them;  put  them  in  a  tub,  sprinkling  each 
laye-  slightly  with  salt,  and  let  them  stand  over  night.  Next  morning  wash 
them  until  they  taste  fresh,  and  drain  them.  To  10  pounds  of  tomatoes  add 
5  pounds  of  sugar,  5  dozen  cloves,  2  ounces  of  cinnamon,  1  tablespoonful  of 
mace,  1  heaping  teaspoonful  of  salt,  %  gallon  of  vinegar,  and  toil  all  to- 
gether for  two  hours. 

GREEN  TOMATO  SAUCE 

Slice  4  gallons  of  green  tomatoes;  put  in  3  tablespoonfuls  of  best  English 
mustard,  3  gi.  of  mustard  seed,  2  spoonfuls  of  pepper,  3  of  salt,  1  of  allspice, 
1  teaspoonful  of  cloves,  1  pint  of  chopped  onions,  1  quart  of  sugar,  5  pints  of 
vinegar,  %  teacup  of  celery  seed,  boil  two  hours. 

TOMATO  CATSUP  WITH  VINEGAR 

Put  1  peck  of  ripe  tomatoes  in  a  porcelain  kettle,  cut  up  in  quarters;  add 
1  pint  of  cider  vinegar,  1  teacup  of  sugar,  1  gi.  of  mustard  seed,  1  teaspoonful 
of  black  pepper,  1  teaspoonful  of  salt,  1  blade  of  mace,  1  dozen  grains  of 
cloves  and  2  dozen  of  allspice.  Boil  all  an  hour  and  strain  through  a 
colander.     Bottle  when  cold  and  cork  tight. 


Commencement  of  1917 


Sunday,         June  3,11:00  a.m. — Commencement  Sermon,  Dr.  T.  W.  O'Kelley, 

Raleigh,  N.  C. 
8:30  p.m. — Y.  W.  C.  A.  Sermon,  Rev.  F.  Swindell  Love, 
Aberdeen,  N.  C. 
Monday,         June  4,    6:00  p.m. — Class  Day  Exercises. 

9:00  p.m. — Music  Recital. 
Tuesday,        June  5, 10 :  00  a.  m. — Meeting  of  the  Board  of  Trustees. 

Meeting  of  Alumnae  Association. 
8:00  p.m. — Alumnae  Dinner. 
Wednesday,  June  6, 10 :  30  a.  m: — Address,  Lieut.-Gov.  O.  Max  Gardner. 
11 :  30  a.  m. — Graduating  Exercises. 

Hymn  Sunday,  June  3,  11:00  a.  m. 

Prayer Rev.  J.  M.  Daniel 

"Gloria" Mozart 

Scripture  Lesson 

"List!    The  Cherubic  Host!" Gaul 

Announcements 

Annual  Commencement  Sermon, Dr.  T.  W.  O'Kelley 

"Oh,  for  the  Wings  of  a  Dove! " Mendelssohn 

Benediction 

Service  of  Young  Women's  Christian  Association,  8 :  30  p.  m. 

"Prelude"    Porter 

"The  Lord  is  My  Shepherd" Smart 

"Prayer" — For  Soprano Heller 

Scripture  Lesson 

Hymn — "Now  the  Day  is  Over" 

Prayer Rev.  J.  J.  Walker 

"Lift  Thine  Eyes"  Mendelssohn 

Sermon  Rev.  F.  Swindell  Love 

"Pilgrims'  Chorus"    Wagner 

Benediction 

Commencement  Sermon 

Dr.  T.  W.  O'Keujsy 

The  two  sermons  at  the  Training  School  were  remarkably  appro- 
priate and  strong  sermons.  The  chorus  singing  by  the  students  under 
the  direction  of  Miss  Muffly,  was  beautiful.  There  were  no  services 
at  the  churches,  so  that  the  people  of  the  town  could  have  an  oppor- 
tunity of  hearing  the  commencement  preachers. 

The  Commencement  Sermon  was  preached  by  Dr.  T.  W.  O'Kelley, 
pastor  of  the  First  Baptist  Church  of  Raleigh.  It  was  an  earnest, 
serious  and,  at  times,  an  impassioned  appeal  to  the  listeners  to  live 
worthy  lives  to  their  uttermost.  It  was  singularly  appropriate  to  the 
young  women  who  are  going  out  in  life  just  at  this  crisis  in  national 
affairs. 


Commencement  of  1917  139 

The  text  was  Romans  1 :15,  "So  much  as  in  me  is,  I  am  ready  to 
preach  the  gospel  to  you  in  Rome."  The  first  of  this  text  should  be  the 
motto  of  every  man  who  wishes  to  live  a  full,  enthusiastic,  serviceable 
life,  giving  himself  to  the  full  limit  of  his  powers,  not  only  to  those 
around  him,  but  to  the  cause  of  humanity. 

Dr.  O'Kelley  said  each  one  should  check  himslf  up  frequently  to 
see  that  none  of  his  powers  are  goiDg  to  waste,  and  there  should  not  be 
one  who  is  doing  less  than  he  has  the  ability  to  do.  He  cited  Paul  as 
an  example  of  one  who  gave  himself  fully,  at  the  beginning,  on  the 
journey  of  life,  and  at  the  close;  he  balked  at  no  task  or  embarrassment ; 
he  lived  far  from  Rome,  yet  heeded  the  call  to  Rome.  He  urged  his 
listeners  to  translate  the  truths  found  in  the  life  of  Paul  into  their 
own  lives,  and  depend  upon  divine  inspiration  as  Paul  did. 

Dr.  O'Kelley  declaredl  that,  if  each  one  lived  a  large,  full  life,  with 
frequently  renewed  spirit  and  determination,  success  would  be  with 
him,  and  no  failure  would  be  possible:  nothing  is  impossible,  nothing 
in  vain  if  God  is  in  the  task.  God  has  made  all  things  for  use,  there 
is  no  waste  in  His  plans;  hence  there  is  no  place  for  the  lazy,  the  in- 
different, the  unworthy.  He  illustrated  this  point  by  the  sun,  which 
through  the  ages  continues  to  give  out  heat  and  light  and  to  do  its  work 
for  all  its  system  as  if  it  had  not  been  expending  its  powers.  Those 
who  use  their  powers  to  the  fullest  find  that  they  are  not  diminished, 
for  as  the  limit  is  almost  reached  the  horizon  broadens  until  man  is 
amazed  at  what  he  can  do,  and  accomplishes  what  seems  at  first  the 
impossible.     "God  meant  for  us  to  be  everlastingly  on  our  mettle." 

He  avowed  that  all  wisdom,  skill,  and  strength  were  needed  now  at 
this  awf id  hour ;  the  world  needs  full  powers,  the  best  we  can  give,  and 
there  is  something  even  the  weakest  and  the  most  poorly  equipped  can 
give  for  our  land  and  for  the  nations  whose  causes  have  become  ours; 
no  man  or  woman  can  get  the  consent  of  his  mind  to  settle  down  to  a 
life  of  ease  now.  The  Government  is  calling  for  each  to  do  a  part : 
the  women  can  do  Red  Cross  work,  can  conserve  the  forces  in  the  home 
and  can  help  with  the  food  problem;  the  young  men  are  called  on  to 
work  on  the  farms,  in  the  munition  factories,  and  called  to  the  training 
camps,  and,  perhaps  finally,  to  the  trenches ;  each  has  a  contribution  to 
give.  "To  be  living  in  such  a  great  and  awful  time  is  sublime;"  each 
has  a  chance  to  do  a  little  bit  in  Christ's  name,  for  the  uplift  of  the 
people  and  for  the  Government. 

The  preacher  warned  his  listeners  against  the  satisfying  feeling  that 
one  is  doing  something  for  the  people  near  to  him,  taking  care  of  him- 
self and  those  around  him,  and  called  attention  to  the  example  of  Paul, 
who,  although  a  long  ways  from  Rome,  felt  under  obligations  to  the 
men  of  Rome.  The  one  great  truth  Dr.  O'Kelley  wished  to  lay  upon 
the  hearts  of  all  who  heard  him  was  this :  Each  one  is  under  obligations 


140  The  Training  School  Quarterly 

to  the  people  lie  has  never  seen  as  well  as  to  those  whom  he  knows  and 
loves,  to  lay  himself  utterly  upon  the  altar  of  service;  the  only  worthy 
obligation  is  through  Christ.  He  cited  the  great  utterance  of  Hoover, 
the  Food  Commissioner,  who  has  said  the  only  justification  of  a  rich 
man  was  that  he  become  the  trustee,  and  declared  that  we  are  the 
trustees  of  our  powers  to  use  them  for  the  good  of  the  world,  with  new 
zest,  new  speed,  and  new  strength.  He  illustrated  this  by  using  the 
parable  of  the  talents. 

God  is  settling  with  the  nations  because  we  have  used  material  things 
for  misappropriation.  When  we  attempt  to  do  our  part  we  should  be 
convinced  that  the  purpose  is  of  infinite  importance,  and  we  should 
become  willing  to  let  God  work  through  us  for  the  accomplishment  of 
the  purpose.  If  each  one  will  see  which  way  God  is  going  and  put 
himself  in  touch  with  God,  he  can  learn  what  God  wants  him  to  do; 
when  he  shows  an  unselfish  life  and  pursues  his  mission  there  will  be 
no  evening  shadows. 

At  the  close  he  commended  to  all  the  motto :  "Live  to  the  fullest." 
The  cry  comes  now  for  the  children  to  be  fed,  and  for  the  world  to  be 
reconstructed;  the  liberties  of  the  world  are  being  endangered,  and 
many  are  in  darkness  and  despair  who  need  to  see  the  light.  Therefore 
the  call  is  for  greater  strength,  broader  visions,  until  the  great  day  when 
wars  shall  be  no  more.  The  big  purpose  of  all  should  be  to  bring  the 
world  into  fellowship  with  God. 

Y.   W.  C.  A.  Sermon 

Rev.  F.  Swindell  Love,  pastor  of  the  Methodist  Church  of  Aberdeen, 
and  the  recently  elected  president  of  Louisburg  College,  preached  the 
sermon  before  the  Young  Women's  Christian  Association. 

President  Wright,  in  his  introductory  remarks,  said  that  the  school 
had  been  a  factor  in  the  educational  life  for  eight  years,  and  that  the 
Y.  W.  C.  A.  had  been  a  factor  in  the  Training  School  for  eight  years. 
He  expressed  his  pride  in  the  religious  life  in  the  school  from  the 
beginning.  This  year,  he  said,  had  been  an  excellent  year  in  the  Asso- 
ciation and  in  its  work  in  the  school. 

The  sermon  was  a  strong,  clear,  logical  development  of  the  infinite, 
unrealized  possibilities  of  the  human  soul  and  of  human  beings.  He 
contrasted  the  "is"  and  the  "might  be,"  taking  his  text  from  two  sections 
of  the  Bible ;  one  from  Exodus  14  and  1 5,  the  story  of  the  children  of 
Israel  just  before  they  crossed  the  Red  Sea,  before  the  way  was  opened 
to  them ;  the  words  quoted  were :  "Speak  to  the  whole  army  of  Israel" ; 
the  other  was  from  Revelations  3  :S,  "Behold  I  have  set  before  you  an 
open  door  that  no  man  can  shut."  He  began  by  contrasting  the  two 
scenes,  one  near  the  dawn  of  history  and  the  other  at  the  close  of  sacred 


Commencement  of  1917  141 

history.  One  gives  a  picture  of  life  as  it  is,  and  the  other  gives  a 
glimpse  of  the  unrealized  possibility  of  life. 

He  began  by  saying  that  in  the  individual  life,  in  the  State,  and  in 
religion  there  is  something  inherent  in  people  that  makes  them  wish  to 
leave  things  as  they  are;  but  there  is  a  force  in  every  individual  who 
thinks  that  is  dynamic,  vital,  that  ever  is  moving  in  the  arrangement 
or  direction  of  life's  forces.  Yet  we  are  forever  attempting  to  reach 
the  ultimate — in  creeds,  for  instance.  "Constitutions  in  themselves 
become  the  greatest  enemy  of  progress."  Those  things  that  have  chal- 
lenged the  best  mental  powers  of  the  world,  men  look  at  as  things  that 
must  not  be  touched,  and  the  man  who  dares  to  lay  hands  on  the  estab- 
lished must  pay  dearly  for  it,  and  often  with  his  life. 

In  religious  life,  he  said,  one  age  brings  new  insight,  new  life,  new 
faith,  and  new  incentives  for  personal  religion,  but  even  Luther  turned 
against  the  men  who  dared  go  one  step  further  than  he  went;  many 
look  with  horror  upon  any  one  who  dares  touch  what  Wesley,  Calvin, 
or  Knox  stood  for.  Men  of  power  and  daring  must  be  bold  and  ready 
to  strike  the  shackles  from  man.  The  horizon  is  widened  and  a  new 
world  opened  up  to  the  man  who  dares.  The  world  lures  without 
revealing.     There  is  nothing  so  alluring  as  the  unknown. 

To  the  woman  of  today  there  is  a  new  world  that  calls  for  a  new 
faith,  a  new  power,  a  new  training,  a  new  courage,  that  comes  with 
experiment  and  endeavor.  The  authority  of  the  church  and  the  State 
are  broken,  the  old  power  of  the  priesthood  has  passed  away,  and  the 
individual  is  assured  that  there  is  no  one  between  him  and  God.  There 
is  no  limit  to  life ;  while  there  is  merit  in  the  larger  freedom  there  are 
some  laws  we  must  always  face. 

He  said  that  the  boat  on  the  sea  might  be  a  greater  significance  than 
the  sea  itself,  as  the  ideas  that  fill  the  soul  is  of  greater  significance  than 
what  you  are.  That  is  the  divine.  He  declared  that  no  creed  is  fit 
for  a  people  who  have  adopted  the  creed  of  evolution. 

Each  one  must  dedicate  himself  to  some  great  end.  Buoyant  faith 
and  the  determination  to  make  sacrifices  for  that  faith  enable  people 
to  dare  to  face  life. 

The  attitude  of  men  is  not  material,  but  each  should  be  true  to  his 
own  soul  and  listen  to  the  voice  that  calls  one  to  the  larger  things  of 
life.  There  is  no  time  today  for  men  who  are  old  while  still  young 
in  years,  and  for  women  who  have  lived  their  lives  and  become  settled 
in  ruts  before  they  are  twenty-five.  It  is  a  time  when  men  dare  to  do 
and  be  all  things. 

He  closed  with  the  admonition,  "Be  wooed  of  the  impossible,  fear 
not  to  dare,  be  courageous  in  every  conflict,  and  to  him  that  over- 
cometh  I  will  give  him  to  eat  of  the  tree  of  life  in  the  Paradise  of  God." 


142  The  Training  School  Quabterly 

Class  Day  Exercises 

CLASS  OFFICERS 

President Lucile  Efulluck 

Vice-President   Sue  Walston 

Secretary    Wita   Bond 

Treasurer   Ethel  Perry 

Motto: — "Esse  Quam  Videri." 

Colors: — Yale  Blue  and  White. 

Flower: — Ragged  Robin. 

PROGRAM 
Star  Spangled  Banner — School. 
Welcome  Address. 

I.  Retrospection 
Class  History. 

Folk  Dance. 

Reminiscences  of  Senior  Year. 

II.  Introspection 
"It's  Good  to  be  a  Senior." 

"Tantoli." 

III.  Prospection 
Prophecy. 

"When  We  Leave  the  Training  School." 

Last  Will  and  Testament. 

"Some  Day  We'll  Wander  Back  Again." 

Presentation  of  Gift. 

1917  Class  Song. 

Monday  afternoon  the  Senior  Class  held  their  Class  Day  exercises 
on  the  west  side  of  the  campus,  on  an  improvised  stage  under  the  trees. 
Although  some  of  the  wit  and  fun  was  intelligible  only  to  the  school, 
the  audience  could  enter  into  most  of  it. 

From  the  moment  the  line  of  girls  dressed  in  white,  bearing  their  class 
banners  and  wearing  their  class  colors,  came  in  sight,  until  the  end  of 
the  program,  the  class  had  the  undivided  attention  of  the  audience. 

The  "A,"  or  first-year  Academic  Class,  led  the  line.  All  of  the  other 
classes  followed  and  left  an  open  lane  for  the  Seniors  to  march  down. 
After  the  Seniors  had  taken  their  places  on  the  stage  the  classes  ranged 
themselves  on  the  hillside,  one  on  one  side  and  two  on  the  other  facing 
each  other.     The  whole  school  sang  "The  Star  Spangled  Banner." 

Miss  Lucile  Bulluck,  the  president  of  the  class,  delivered  the  address 
of  welcome.  She  gracefuly  expressed  the  pleasure  of  the  class  in 
greeting  their  friends,  and  gave  some  idea  of  what  the  class  stood  for. 

The  program  was  divided  into  three  parts :  Retrospection,  Introspec- 
tion, and  Prospection. 

Miss  Ophelia  O'Brian  read  the  class  history  reviewing  the  activities 
and  interests  of  the  class  for  the  past  four  years.     It  was  noticeable  that 


f 


County  Groups 


Commencement  of  1917  143 

the  class  had  led  in  athletics.  They  have  had  the  loving  cup  for  basket- 
ball for  two  years  and  it  is  the  first  class  that  has  held  the  two  cups 
for  athletics.  They  won  the  cup  this  year  for  general  athletics.  The 
few  minutes  given  to  the  past,  living  again  the  events  of  the  school  life 
that  make  it  interesting  to  the  students,  were  thoroughly  enjoyed,  espe- 
cially by  the  class.  A  beautiful  folk  dance,  "Green  Sleeves,"  was  a 
feature  of  this  part  of  the  program.  This  dance  was  given  by  the  class 
of  '17  in  their  Junior  year,  hence  the  place  in  the  retrospection. 

Miss  Ruth  Spivey  then  gave  "Reminiscences  of  the  Senior  Year." 
She  proved  that  the  class  had  been  busy  with  things  not  in  the  curricu- 
lum nor  on  the  schedule.  Many  of  the  hits  and  sallies  of  wit  were 
greeted  with  tumultuous  applause  by  the  other  classes,  especially  by 
the  "sister  classes." 

The  class  sang  "It's  Good  to  be  a  Senior"  as  a  part  of  "Introspection." 
The  dance,  "Tantoli,"  danced  by  young  ladies  dressed  in  white  and 
having  draperies  of  the  colors  of  the  rainbow,  was  poetic  and  charming. 

"Prospection"  began  with  the  prophecy.  This  was  presented  in  very 
clever  style.  Miss  Nannie  Mack  Brown,  the  prophet,  introduced  a 
series  of  moving  picture  scenes  supposed  to  be  thrown  on  the  screen 
eight  years  from  now.  In  the  "Movies"  she  saw  the  various  members 
of  the  class  about  their  various  activities.  As  she  recalled  each  one 
they  passed  across  the  stage,  stopping  for  pantomime  long  enough  to 
show  what  they  were  doing.  Some  of  the  hits  were  exceedingly  clever, 
and  judging  from  the  applause  from  the  students,  must  have  been  some- 
what according  to  the  reputation  of  each  girl. 

The  song  "When  We  Leave  the  Training  School"  was  especially 
appropriate  after  the  prophecy. 

Miss  Ola  Carawan  read  the  Last  Will  and  Testament.  The  bequests 
to  members  of  the  faculty,  the  other  classes  in  the  school  and  to  the 
members  of  the  class  called  forth  repeatedly  applause  from  the  school. 

"Some  Day  We'll  Wander  Back  Again"  was  sung  after  this. 

The  last  thing  on  the  program,  except  the  singing  of  the  class  song, 
was  the  really  big  thing  that  the  class  has  been  working  for,  the  gift  to 
the  school. 

Four  hundred  dollars  was  left  as  the  gift  of  the  class  to  swell  the  loan 
fund  for  needy  students.  This  is  the  largest  gift  that  has  ever  been 
left  by  a  class  to  this  fund,  and  the  class  deserves  great  credit  for  their 
untiring  efforts  in  raising  this  amount.  The  proceeds  from  the  play, 
"The  Rivals,"  made  the  bulk  of  the  amount,  but  the  class  has  been  on 
the  alert  for  every  opportunity  to  add  to  this.  President  Wright,  in 
accepting  the  gift,  called  attention  to  the  fact  that  this  was  the  largest 
class  in  the  history  of  the  school,  and  that  they  had  given  by  far  the 
largest  amount  any  class  had  ever  given. 


144  The  Tbaining  School  Quarterly 

The  Recital 

The  eighth  Annual  Commencement  Recital  was  a  success  in  every 
way.  The  program  was  largely  of  modern  music  and  the  musicians 
proved  that  they  understood  the  spirit  that  modern  music  expresses. 
Each  one  on  the  program  played  well,  with  excellent  technique  and  sym- 
pathetic interpretation.  It  would  be  difficult  to  pick  out  the  favorites 
of  those  who  played.  The  singers,  Misses  Suther,  Ballance,  White,  and 
McGlohon  delighted  the  audience.  The  teachers  of  the  Music  Depart- 
ment, Misses  Hill,  Sherman,  Wilson,  and  Muffly  are  to  be  congratu- 
lated on  the  impression  their  pupils  made. 

PROGRAM 
Part  One 

Bizet   Minuet  from  L'Arlesienne 

Nannie  Mack  Brown,  Loretta  Joyner 

Heller Andante  in  D  Min.  op.  47  No.  10 

Curious  Story 

Bess  Tillitt 

Cadman    At   Dawning 

Jennie  McGlohon 

Nevin A  Shepherd's  Tale 

Ophelia  O'Brian 

Bohm   A  Fanfare,  Military  Rondo 

Elizabeth  Speir,  Leona  Tucker 

Woodman  In  a  Garden 

Neidlinger The  Rose  in  the  Garden 

Virginia  Suther 

Liszt ., Canzonnetta  del  Salvato  Rosa 

Louise  Croom 

Whepley   Minuet  in  A  flat 

Agnes  Hunt 

Godard Lullaby  from  Jocelyn 

Chorus  by  Junior  Class 

Part   Two 

Durand   Chaconne  for  two  Pianos 

Louise  Croom,  Agnes  Hunt 

Chaminade   The  Flatterer 

Nannie  Mack  Brown 

Cadman  I  Hear  a  Thrush  at  Eve    ) 

Rogers  A  Love  Note    }    For  Soprano 

Neta  White 

Mozart Minuet  from  Symphony  in  E  flat 

Lou  Ellen  Dupree,  Norma  Dupree 

Dvorak  On  The  Holy  Mount 

Lou  Ellen  Dupree 

Boyle Morning 

Elizabeth  Speir 

Rogers  Star  of  Me  j 

Rogers  The  Wind  Song    [     For  Soprano 

Lula  Ballance 

i 

Wrede Mazurka 

Sallie  Best,  Ethel  Smith 


Commencement  of  1917  145 

Alumnae  Dinner 

The  Alumnae  dinner  this  year  was  one  of  the  most  brilliant  affairs 
of  the  kind  ever  given  at  the  school.  There  were  over  a  hundred  grad- 
uates of  the  school  present,  including  the  class  just  admitted  to  the 
Association,  several  members  of  the  Board  of  Trustees,  and  the  faculty 
and  officers  of  the  institution. 

Miss  Estelle  Greene,  president  of  the  Alumnae,  was  toastmaster,  and 
presided  graciously,  introducing  the  different  speakers  of  the  evening 
in  a  graceful  manner.  The  dining  hall  was  beautifully  decorated  in 
red,  white  and  blue  flowers  and  in  flags.  Red  and  white  were  the  pre- 
dominating colors  in  the  menu.  The  groups  were  arranged  according 
to  classes,  all  those  of  each  class  sitting  together  with  their  class  adviser 
or  with  a  representative  from  the  faculty,  and  the  speakers,  guests  of 
honor,  and  other  faculty  members  were  at  the  tables  in  the  center. 

There  was  not  the  care-free  atmosphere  that  has  characterized  these 
gatherings  in  the  years  past,  but  the  enjoyment  was  deep  and  the  young 
women  perhaps  felt  more  clearly  drawn  to  each  other  because  of  the 
crisis  through  which  the  country  is  passing  and  of  the  troubles  through 
which  their  brothers  are  passing. 

The  dinner  was  prepared  under  the  direction  of  Miss  Martha  Arm- 
strong, teacher  of  Domestic  Science.  It  was  served  by  thirty  members 
of  the  Junior  Class. 

It  is  interesting  to  note  that  several  items  on  the  menu  were  raised 
by  the  Seniors  in  their  gardens;  these  were  beets,  turnips,  and  lettuce. 
The  strawberries  were  picked  from  the  school  patch  by  members  of  the 
Y.  W.  C.  A. 

Miss  Greene  first  welcomed  the  new  members  into  the  association, 
and  Miss  Ruth  Spivey  responded  for  the  class  in  a  very  happy  manner. 
Mrs.  Eula  Proctor  Greathouse,  of  the  class  of  1912,  told  something  of 
what  the  Alumnae  had  done  in  the  six  years  of  its  history,  what  it 
wished  to  do,  and  gave  some  interesting  statistics  about  the  class.  She 
announced  that  they  had  raised  $341  on  the  swimming  pool,  and  Mr. 
Wright  assured  them  that  they  could  swim  in  their  own  pool  before 
much  longer.  She  told  the  Alumnae  she  thought  it  was  time  they  were 
doing  something  for  the  Training  School  to  pay  for  what  they  had 
received  from  the  school,  that  was  why  they  were  working  so  hard  for 
this. 

Miss  Blanche  Lancaster,  for  the  Class  of  1914,  was  called  upon  to 
give  some  of  her  experience.  She  told  the  girls  that  she  had  taught 
in  a  school  that  had  been  conscious  of  the  war  from  the  beginning,  as 
she  had  taught  in  Smithfield  with  a  Belgian,  Mr.  Vermont,  and  they 
had  fought  and  suffered  with  him.  She  has  been  teaching  in  Kinston 
for  the  past  year  and  spoke  very  highly  of  her  work  and  the  town. 


146  The  Tkaining  School  Quarterly 

Miss  Alice  Herring,  of  the  Class  of  1916,  told  in  a  sprightly  manner 
of  her  various  experiences  teaching  in  the  mountains,  near  Henderson- 
ville.  She  told  well  the  story  of  the  first  whipping  she  had  to  give 
because  she  had  threatened  a  little  fellow.  Her  advice  to  the  girls 
just  starting  out  was,  "Just  smile,  and  keep  on  smiling,  no  matter  what 
happens,  and  all  will  come  out  right." 

Miss  Ernestine  Forbes,  for  the  class  of  1915,  responded  to  the  toast, 
"Doing  Our  Bit."     Tbe  classes  of  1911  and  1913  were  not  represented. 

Between  toasts  the  different  classes  sang  their  songs.  When  President 
Wright  was  called  on  tbe  whole  crowd  rose  and  sang  a  toast  to  the 
Training  School  and  to  President  Wright.  He  then  arose  and  told  the 
girls  the  news  of  the  school  which  was  of  interest  to  them.  They  greeted 
with  enthusiasm  his  announcement  of  the  $200,000  and  what  could  be 
done  with  tbis  fund  through  the  six  years  of  building.  He  called  their 
attention  to  tbe  campus  and  tbe  work  of  the  societies  in  planting  it  in 
shrubs  and  plants.  He  reminded  them  that  they  were  never  strangers, 
"once  a  Training  School  girl,  always  a  Training  School  girl."  "If 
she  is  a  Training  School  girl  you  will  know  her  because  her  life  is 
beating  in  unison  with  your  soul,  your  purposes  and  ideals  are  one, 
and  you  are  not  strangers." 

Dr.  Laughinghouse  was  next  called  on  and  he  paid  a  high  tribute  to 
the  girls  of  the  Training  School.  He  said  that  he  went  into  the  homes 
and  lives  of  the  people,  even  into  their  closets  and  kitchens,  and  he 
often  found  improvement,  more  sanitary  management,  and  civilizing 
influences  emanating  from  the  Training  School  girls  who  were  teaching 
in  the  communities.  He  declared  that  the  school  was  doing  in  tbe 
county  what  no  other  force  could  do.  He  told  the  story  of  one  old 
man  who  was  getting  a  rich,  full  life  in  his  old  age  just  because  his 
grand-daughter  had  been  off  to  school  and  had  become  a  teacher. 

Mr.  Underwood  was  called  on  from  the  faculty.  He  told  a  story 
that  amused  the  audience. 

Mr.  F.  C.  Harding  was  called  on  from  the  Board  of  Trustees,  and 
responded  by  reminding  tbe  happy  group  of  the  serious  condition  of 
the  country  and  of  what  the  stars  and  stripes  were  meaning  today. 
He  said  that  the  solution  of  the  greatest  problems  that  the  world  has 
to  face  is  in  the  hands  of  the  women  of  the  class  represented  here. 
Now,  when  the  sovereignty  of  the  home  has  yielded  place  to  the  sov- 
ereignty of  tbe  community,  tbe  teachers  yield  a  power  such  as  teachers 
have  never  had  before.  "It  is  theirs  to  be  tbe  guardians  of  the  liberty 
and  of  the  real  freedom,  theirs  to  have  a  place  in  the  rebuilding  of 
nations   and   governments."     He  predicted  that   the  time  must  come 


Commencement  of  1917  147 

when  there  would  be  an  international  supreme  court  to  settle  affairs 
between  nations. 

[The  report  of  the  business  meeting  of  the  Alumnae  Association 
appears  in  the  Alumnae  Department.] 

Commencement  Day 

ORDER  OF  EXERCISES 

Prayer— Rev.  William  H.  Moore 

Chorus — American  Hymn — Keller 

Spring  Song — Mendelssohn — Miss  Lou  Ellen  Dupree 

Chorus — I  Would  That  My  Love — Mendelssohn 

Address — Hon.  0.  Max  Gardner 

Chorus — Carolina 

Glee  Club — Old  Kentucky  Home — Poster 

Presentation  of  Diplomas  and  Bibles 

Announcements 

America 

Benediction 

June  6  was  Commencement  Day  at  the  Training  School,  and  the  day 
belonged  to  the  forty-eight  young  women  who  were  granted  diplomas. 
A  large  crowd  had  gathered  in  the  auditorium  before  10 :30  a.  m.,  when 
the  Senior  Class  led  the  way,  followed  by  the  entire  student  body.  The 
graduating  class  sat  on  the  stage  and  back  of  them  were  grouped  the 
members  of  the  chorus. 

President  Wright,  in  his  introduction,  paid  high  tribute  to  the  speaker 
of  the  day,  Lieutenant-Governor  O.  Max  Gardner.  He  reminded  the 
audience  that  he  was  the  youngest  Lieutenant-Governor  the  State  has 
ever  had,  and  that  his  party  nominated  him  without  opposition.  He 
expressed  great  pleasure  in  having  present  a  son  of  North  Carolina  whom 
North  Carolina  loves  to  honor  and  one  who  stands  for  the  highest 
things  in  civilization,  and  has  made  a  splendid  record  and  has  a  bril- 
liant future  before  him.  He  spoke  of  him  as  one  who  loves  this  in- 
stitution and  who  loves  the  little  children  of  tbe  State.  He  referred  to 
the  fact  that  last  fall  when  both  the  acting  Governor  and  the  Governor- 
elect  could  not  be  present  on  Governor's  night  at  the  Teachers  Assembly 
Lieutenant-Governor  Gardner  came  to  the  rescue  and  represented  the 
State  and  introduced  the  Governor  of  Pennsylvania.  He  then  deter- 
mined to  have  him  come  to  this  school  as  soon  as  he  could  get  him. 

[The  address  appears  elsewhere  in  this  issue  of  the  Quarterly.] 

At  the  close  of  the  address  President  Wright  delivered  Bibles  and 
Diplomas  to  the  forty-eight  young  women  in  the  graduating  class: 

Agnes   Absher    Surry  County 

Effie  Mae  Baugham   Northampton  County- 
Jessie  Adelia  Bishop  Wilson  County 

Wita  Avis   Bond    Bertie  County 


148  The  Tbaining  School  Quabteblt 

Myrtle  Elizabeth  Brendle   Haywood  County 

Nannie  Mack  Brown  Edgecombe  County 

Gladys  Lucile  Bulluck   Edgecombe  County 

Mary  Ola  Carawan Pamlico  County 

Mary  Vivian  Case   Greene  County 

Bessie  Mae  Cason Pitt  County 

Amelia  Blount  Clark Bertie  County 

Ada  Myrtle  Credle Hyde  County 

Mary  Theresa  Cowell   Pitt  County 

Alavia  Katie  Cox  Onslow  County 

Hannah  Cuthrell   Beaufort  County 

Lou  Ellen  Dupree   Pitt  County 

Juliana  Elliott   Perquimans  County 

Sallie  Franck   Onslow  County 

Helen  Finetta  Gardner Warren  County 

Fannie  Grant  Northampton  County 

Musa  Perry  Harris  Franklin  County 

Flora  Ellen  Hutchins Yadkin  County 

Christina  Johnston   Robeson  County 

Hallie  Blanche  Jones   Granville  County 

Mattie  Loretta  Joyner   Northampton  County 

Viola  Kilpatrick   Pitt  County 

Myrtle  Alice  Lamb  Perquimans  County 

Ruth  Lowder  Onslow  County 

Elizabeth  Mercer    Edgecombe  County 

Jennie  McGlohon   Pitt  County 

Esther   McNeill    Robeson  County 

Ophelia  Mae  O'Brian   Granville  County 

Martha  Elvin  O'Neal  Hyde  County 

Ethel  Grover  Perry Franklin  County 

Barbara  Blanche  Satterthwaite   Beaufort  County 

Annie  Mae  Sawyer  Beaufort  County 

Virginia  Bascom  Sledge  Edgecombe  County 

Fannie  Lee  Speir  Pitt  County 

Ruth  Lee  Spivey  Perquimans  County 

Lizzie  Mabel  Stewart Nash  County 

Virginia  Young  Suther  Wayne  County 

Jennie  Palmer  Taylor  Lenoir  County 

Agnes  Humphrey  Thompson    Onslow  County 

Leona  Pearle  Tucker Pitt  County 

Lillie  Mae  Whitehead    Durham  County 

Sue  Walston Edgecombe  County 

Emma  Mary  Wooten   Wake  County 

Annie  Vermelle  Worthington  Pitt  County 

President  "Wright  made  the  announcement  that  this  class  had  left 
a  loan  fund  for  needy  students,  and  told  the  audience  that  this  meant 
work  and  sacrifice  on  the  part  of  these  students.  The  one-year  pro- 
fessional class  for  1917  left  $15  to  the  Loan  Fund. 

President  Wright  announced  that  the  Board  of  Trustees  decided  to 
add  another  story  to  the  Model  School,  thus  making  room  for  eight 
grades,  and  announced  that  the  arrangements  were  practically  complete 


Commencement  of  1917 


149 


for  a  three-teacher  country  school  for  observation  and  teaching  pur- 
poses. 

The  audience  arose  and  sang  with  the  students,  "America."  The 
benediction  was  pronounced  by  Rev.  ~W.  H.  Moore. 

The  following  nineteen  students  received  the  school's  certificate : 


Menky  Batchelor 
Luna  May  Clapp 
Annie  Elizabeth  Clark 
Lucile  May  Clements 
Sallie  Josephine  Daniels 
Kate  Darden 
Maggie  Louise  Farless 
Georgia  Estelle  Jones 
Lettie  Lee  Leonard 
Hallie  Maude  Marston 


Mary  Belle  Maxwell 
Viola  Pate 

Tempie  Towns  Patterson 
Myrtle  Fay  Pinkham 
Bessie  Sessoms 
Daisy  Lee  Smith 
Elma  Southerland 
Dulcie  Tharrington 
Martha  Eleanor  Uzzell 


Boys  Eager  to  Learn  How 

From  The  Chicago  Evening  Post 

Writing  in  the  Nineteenth  Century,  an  English  school  teacher  reports 
an  extraordinary  intellectual  stimulus  as  the  effect  of  the  war  on  his 
pupils.  The  strange  phenomenon  must  somewhat  mitigate  for  him  the 
horror  of  Europe's  tragedy.  The  sudden  conversion  of  the  indolent 
and  indifferent  schoolboy  into  an  alert,  eager  student  is  enough  to  make 
glad  the  heart  of  any  drudging  master. 

And  this  is  what  has  happened,  according  to  the  writer's  story.  There 
has  been  a  remarkable  revival  of  interest  in  literary  and  debating  socie- 
ties. Affairs  of  the  day  are  discussed  with  ardor,  backed  by  such  study 
of  history  and  geography  as  was  never  before  known.  The  composing 
of  themes,  stories  and  poems  occupies  much  of  the  juvenile  leisure.  The 
teacher  finds  himself  besieged  by  eager  youths  seeking  advice  and  criti- 
cism for  their  literary  efforts.  Most  amazing  of  all  has  been  the  effect 
of  this  revival  on  the  trade  of  the  tuck  shops.  Readers  of  English 
school  stories  such  as  "Stalky  &  Co.,"  will  recall  the  large  part  the  tuck 
shop  played  in  the  life  of  the  average  boy.  His  allowance  flowed  into 
its  till  in  exchange  for  pop,  pork  pies,  and  pastry.  When  ready  cash 
was  exhausted  he  mortgaged  his  future  or  pledged  his  most  treasured 
possessions  to  satisfy  his  appetite. 

But  we  are  assured  that  many  of  the  sixpences  and  shillings  that  the 
tuck  shop  counted  upon  without  fear  of  rival  are  now  being  invested 
in — of  all  things — poetry.  Think  of  the  average  British  schoolboy — 
or  any  other,  for  that  mater — voluntarily  spending  his  limited  income 
on  poetry.  We  direct  the  attention  of  Mr.  Llewell  Jones  to  this  mira- 
cle. We  feel  that  justice  to  it  can  be  done  only  by  such  a  pen  as  his. 
With  less  expert  appreciation  of  its  significance,  we  merely  venture  the 
belief  that  here  is  real  hope  for  the  days  that  will  follow  the  war. 

Of  course,  the  schoolboy  is  tremendously  interested  in  military  mat- 
ters, and  there  is  much  drilling  and  maneuvering,  much  working  out  of 
strategy  and  many  sham  battles  that  are  at  times  sanguinary.  This  was 
to  be  expected.  It  is  merely  the  intensifying  of  the  normal,  with  an 
added  spirit  of  seriousness  that  gives  its  higher  meaning.  But  that 
it  should  be  accompanied  by  a  quickening  of  literary  interest  and  an 
appetite  for  poetry  rather  than  pork  pies  surprises  us  with  a  sense  of 
distinct  encouragement. 


W&t  draining  ^>cfjool  ©uarterlp 

Published  by  the  Students  and  Faculty  of  the  Bast  Carolina  Teachers 
Training  School,  Greenville,  N.  C. 

Entered  as  Second  Class  Matter,  June  3, 1914,  at  the  Postoffice  at  Greenville,  N.  C, 
under  the  Act  of  March  3,  1879. 

Price:     $1.00  a  year.  25  cents  single  copy. 

FACULTY  EDITOR Mamie  E.  Jenkins 

ALUMNAE  EDITOR Bettie  Spencer 

STUDENT  EDITORS. 

Summer  Assistants. 

Beenie  Allen 

Mattie  Bright 

Summer  Business  Manager,  Elizabeth  Baker. 

Vol.  IV  JULY,  AUGUST,  SEPTEMBER  No.  2 


c  A  summer  school  made  up  of  teachers  fresh  from  the 

Summer  r 

Teaching  Far       schoolroom,  who  become  students  for  a  few  weeks  for 
eac  ing  ^  purp0se  0f  getting  ideas,  or  for  a  new  outlook,  or  a 

point  of  view,  or  who  wish  to  measure  themselves  by  others,  is  a  place 
where  any  one,  teacher  or  student  or  visitor,  can  get  inspiration.  It 
is  an  inspiration  to  the  teacher,  but  an  inspiration  that  carries  with  it 
a  responsibility.  The  students  here  this  summer  come  from  almost 
half  a  hundred  counties,  and  will  carry  back  what  they  get  here  to 
approximately  three  hundred  communities,  and  that  means  twenty-five 
children,  at  least,  in  each  community.  A  little  figuring  will  show 
what  a  wide  influence  a  summer  school  has,  especially  when  one  con- 
siders that  every  school  is  now  the  center  of  the  community  and  every 
one  in  the  community  is  touched  by  the  teacher. 


Return  to  ^^e  °^  arts  are  com^ng  \>a.ck  with  many  new  ones 

Old  Time  modeled  on  the  old.     The  primitive  arts  are  genuine, 

sincere.  A  nation  should  never  get  far  away  from 
them.  When  the  middle-aged  folk  were  children  their  summers  were 
not  all  play.  The  elder  folk  urged  them  to  peel  fruit  for  drying. 
After  all  was  "put  up"  in  preserves,  pickles,  cans,  the  remainder  was 
not  wasted.  It  was  spread  on  the  drying  boards,  or  put  in  brine,  or 
stored  in  some  form.  Every  meat  skin  was  saved  for  the  soap  pot, 
and  even  the  grease  from  the  edge  of  the  dish-pan  was  scraped  off  and 
3 


152  The  Training  School  Quarterly 

put  into  the  gourd  for  the  soap.  The  economy  our  people  had  to 
practice  during  the  Civil  War  was  in  vogue.  Then  came  a  period  of 
prodigality.  Factory  soap,  factory  canned  goods,  "evaporated"  fruit, 
released  the  country  boy  and  girl  so  that  they  could  go  joy  riding  in 
the  wonderful  new  plaything,  the  automobile.  This  new-found,  irre- 
sponsible freedom  naturally  went  to  the  heads.  The  big  farms  of  the 
west  and  the  factories  had  become  the  ravens  that  were  feeding  us. 
Now  these  ravens  have  warned  us  that  they  cannot  keep  it  up.  We  are 
finding  that  these  carefree  girls  and  boys  are,  after  all,  the  children 
and  grandchildren  of  those  who  saved  and  "worked,  and  they  will  rise  to 
the  emergency  and  feed  not  only  themselves,  but  the  world  that  needs 
food.  Thanks  be,  there  are  still  enough  who  know  the  old  arts  to 
teach  the  younger  people ! 

Get    the   men   in   the   community   to   contribute   the 
Lessons  money  for  the  material  for  Red  Cross  sewing,  get  the 

Through  Red  women  together  for  sewing  bees  and  have  them  teach 
the  girls  how  to  make  the  garments.  Get  in  touch 
with  the  Red  Cross  Association  nearest  to  you,  and  promise  to  furnish 
them  so  many  garments.  They  will  be  glad  to  instruct  a  few  leaders 
in  the  exact  way  it  should  be  done.  Do  not  think  because  you  cannot 
furnish  a  whole  box  from  your  community  that  you  can  do  nothing. 
Get  the  older  ladies  to  get  out  the  rusting  knitting  needles  and  teach  the 
girls  how  to  knit.  Do  not  spend  the  time  on  knitting  socks  now ;  the 
call  is  for  the  old-fashioned  wristlet,  for  scarfs,  and  sweaters.  Socks 
can  be  made  by  machines.  The  grandmothers  will  be  delighted  to  know 
that  they  can  do  something. 

Every  woman  in  America  should  do  something  for  the  Red  Cross,  or 
for  some  organized  society  for  furnishing  supplies  to  the  hospitals  or 
to  the  soldiers. 

How  Will  Already  messages  are  coming  to  us  from  "a  port  in 

the  Teacher  France."  Soon  there  will  be  coining  from  "somewhere 
Stand  the  ° 

Test?  in  France,"  only  short,  censored  notes,  and  that  will  be 

all  we  know  of  our  sons  and  brothers  and  late  schoolboys,  until  the 
horror  is  over  and  they  come  out  of  the  "somewhere"  into  the  "here." 
Some  will  get  nowhere  beyond  a  trench,  and  some  will  wander  off  into 
the  anywhere.  None  of  them  will  come  back  as  they  went  off.  It  is 
the  testing  time  for  the  American  school  and  home.  We  should  watch 
carefully  to  see  what  helps  and  what  hinders  these  boys — what  is  worth 
while  in  supreme  teste,  and  what  is  useless. 

Every  teacher  who  has  taught  a  single  one  of  these  boys  is  helping 
to  win  or  to  lose  the  fight.  Every  teacher  who  goes  into  a  schoolroom 
this  fall   is  already  taking  part  in  the  reconstruction  that]  will  come 


Editorials  153 

hereafter  when  the  school  girls  and  boys  of  today  are  the  men  and 
women  rebuilding  what  is  now  being  torn  down. 


„r  ..  Teaching  has  been  largely  woman's  work  in  America 

Women  Must  °  .         .  . 

Hold  Things  ever  since  the  reconstruction  days.  The  district  school- 
Together  master  of  the  days  before  the  war  gave  place  after  the 
war  to  the  district  schoolmarm.  With  the  passing  of  the  academy 
passed  the  schoolmaster  in  elementary  work.  The  primary  work  as 
we  know  it  now  had  not  come  into  being  until  after  the  war  except  as  it 
was  given  in  the  home  by  the  mother  or  in  some  dame  scbool.  True,  men 
have  held  the  administrative  positions,  have  held  a  few  of  the  high 
school  positions,  and  have  been  in  the  colleges,  but  few  have  been  in  the 
rank  and  file.  The  women  have  done  most  of  the  teaching  of  children. 
The  task  for  the  woman  in  school  work  is  not  new.  It  is  merely  to 
go  on  doing  the  same  thing,  but  doing  it  better.  There  will  be  still 
fewer  men  and  more  women.  Some  women  who  have  been  teaching  in 
the  ranks  will  step  up  higher  and  fill  the  vacancies  left  by  the  men,  but 
only  those  who  have  proved  themselves  in  the  lesser  tasks  will  pass  up, 
and  these  will  be  put  on  their  mettle.  The  schools  are  not  going  to 
suffer.  There  will  be  many  more  doing  demonstration  and  supervisory 
work,  but  this  is  teaching  in  a  broader  field. 


Geography,  as  charity,  should  begin  at  home,  and 
Should  Begin  that  right  early,  but  it  should  not  stay  there.  As  the 
at  Home  mind  of  the  child  reaches  out  in  other  ways  it  should  be 

led  out  geographically.  Now  is  a  glorious  time  for  geography  for  all 
ages  and  sizes  and  grades,  and  for  every  kind  of  geography :  home  geog- 
raphy, commercial  geography,  but  not  for  mere  text-book  geography. 
Every  paper,  every  report,  every  magazine,  now  is  full  of  material  for 
teaching  geography.  The  questions  beginning  with  "where"  are  on 
every  tongue  all  the  time:  "Where  are  they  going?"  "Where  are  they 
fighting?"  "Where  does  it  come  from?"  "Where  can  we  get  it?"  "Where 
shall  it  be  sent?"  "Where  do  the  raw  materials  come  from?"  "Where 
are  our  camps?"  And  every  "where"  is  followed  by  a  "why":  "Why 
are  they  going  there?"  "Why  is  that  a  good  place  for  the  camp?"  All 
the  questions  and  problems  are  so  bound  up  with  geography  that  it  is 
impossible  to  follow  anything  intelligently  without  bringing  in  geog- 
raphy and  without  enlarging  geographical  ideas. 


There  was  a  time  when  the  schoolroom  had  an  atmos 
The  Changed       phere  conducive  to  sleep  and  rest.     One  driving  along 

the  road  past  a  schoolhouse  would  hear  the  droning  of 
the  voices,  and  if  he  stepped  in,  teacher  and  children  were  too  drowsy 
to  give  a  cordial  welcome  to  the  visitor,  but  he  was  welcomed  because 


154  The  Training  School  Quarterly 

he  broke  the  dull,  stupid  monotony  of  the  school.  JSTow  the  air  around 
a  live  school  is  charged  with  activity  and  interest;  a  peep  through  the 
door  reveals  a  busy  working  group.  The  visitor  receives  a  cordial 
welcome,  but  he  drops  into  the  background  because  teacher  and  pupils 
are  engrossed  in  important  matters  that  must  not  be  broken  into. 


When  the  letters  "Y.  M.  C.  A."  are  at  the  top  of  let- 
Y.  M.  C.  A.  ^ers  from  the  boys  in  camp,  they  bring  comfort  and  con- 

solation  to  the  folks  at  home.  They  give  confidence  and 
assurance  that  out  yonder  the  boys  are  not  drifting  away  from  all  fine 
influences  and  ideals,  but  there  is  something  keeping  them  clean  and 
straight.  ~No  wonder  people  are  eager  to  contribute  to  the  fund  to 
keep  the  work  going  wherever  the  soldier  boy  goes !  If  there  is  not  a 
boy  from  your  own  home  there  is  one  from  your  neighbor's  home.  Do 
your  part  in  helping  that  cause. 


Every  girl  or  boy  who  attends  a  State  school  accepts 

Trusteeships  from  the  State  something.  None  of  the  State  schools 
of  Students  .  .    .  ,  .       ,  n 

begin  to  pay  their  way,  or  rather,  to  make  the  students 

pay  their  way.  The  State  could  not  afford  to  do  this  if  it  did  not  feel 
assured  that  the  money  put  into  the  education  of  the  young  people  was 
an  investment  that  would  bring  returns  in  dollars  and  cents,  and  in 
the  many  intangible  ways  that  an  educated  citizenship  can  help  build 
up  the  State.  Senator  Harding  expresses  the  idea  well  in  this  number 
of  the  Quarterly. 

.      T.  Is  it  possible  there  are  still  people  in  this  time,  which 

Still  is  full  of  big,  world-wide  events  that  come  to  your  own 

With  Us?  doorstep,  who  are  quarreling  over  whether  the  hen  is 

"sitting"  or  "setting,"  and  are  using  good  gray  matter  to  see  whether 
that  famous  frog  of  the  problem  gets  out  of  the  well  or  falls  in  deeper? 

Is  any  teacher  judged  by  the  answer  she  gives  to  the  favorite  old 
catch  questions? 

Are  there  still  some  teachers  who  think  these  are  the  all  important 
problems  for  her  to  solve? 

Don't  let  the  two  get  together.  Send  a  live  teacher  to  stir  up  the 
backward  community,  and  send  the  old-fogy  teacher  to  a  community 
that  will  drive  her  out  of  the  profession  or  wake  her  up. 


What  has  become  of  the  "settled  woman"?  You  used  to  hear  of 
her,  but  now  you  never  do.  Is  she  so  busy  doing  things  that  she  hasn't 
time  to  settle? 


Editorials  155 

No  Rest  in  If  one  wants  a  good,  snug  nest  to  snooze  in,  he  must 

the  School-         not  ge(.  jnto  a  schoolroom;  he  may  find  it  a  hornet's 

room  of  °  . 

Today  nest.     The  person  who  puts  his  mind  to  rest  and  lets 

his  body  work  on  as  an  automaton,  without  disturbing  him,  had  better 

go  into  a  factory  where  the  body  can  be  made  to  do  the  work  of  a 

machine,  and  where  the  mind  may  safely  go  to  sleep ;  he  should  not  go 

near  a  schoolroom. 


There  are  still  a  few  who  catch  the  world  only  through 
Immovable 


1 '"'  the  newspapers.     Their  sight  catches  it  in  cold  print, 


and  no  other  sense  is  touched  and  nothing  gets  beyond 
the  retina.  They  do  not  see  or  hear  anything  first-hand  and  are  sus- 
picious of  all  they  read,  believing  "newspaper  chat"  is  not  news,  but  is 
printed  for  the  sake  of  puffing  the  paper.  They  will  not  believe  that 
newspapers  now  cannot  begin  to  tell  half.  They  are  going  calmly  and 
serenely  on,  with  a  stupid  optimism  that  is  like  that  of  the  ostrich. 
They  will  not  acknowledge  that  these  times  are  vastly  different  from 
other  times.  "The  lightning  has  never  struck  me,  and  I  don't  believe 
it  ever  will,"  simply  because  it  never  has ;  "Let  those  folks  who  got  us 
into  this  get  us  out";  "I've  heard  of  hard  times  before,  but  I  haven't 
starved  yet" ;  "I'll  not  worry  until  I  see  the  bottom  of  the  barrel." 


SUGGESTIONS 

How  the  Children  Found  the  Answer  to  "Who  is  Hoover?" 

A  Lesson  Developed  by  the  Sixth  and  Seventh  Grades  in  the  Model  School, 
Miss  Maude  Rogers,  Critic  Teacher 

"Who  is  Hoover?"  was  the  question  asked  by  several  children  in  the 
sixth  and  seventh  grades  at  the  Model  School  during  a  dictation  lesson 
when  this  sentence  was  given :  "President  Wilson  hopes  that  Herbert 
C.  Hoover  will  be  made  food-dictator." 

Only  two  out  of  a  class  of  twenty  had  ever  heard  the  name  of 
Hoover,  and  the  knowledge  these  possessed  was  very  indefinite.  At 
once  the  teacher  and  the  children  decided  they  would  like  to  have  a 
composition  lesson  for  the  next  day  on  "Herbert  C.  Hoover,  Food- 
dictator."  As  the  magazines  have  been  so  full  of  answers  to  this  ques- 
tion which  all  America  has  been  asking,  it  was  easy  to  cite  the  children 
to  material  which  they  could  easily  collect  for  the  lesson.  The  teacher 
suggested  to  the  pupils  that  in  their  reading  they  watch  out  for  reasons 
why  Hoover  was  peculiarly  fitted  to  be  Food-dictator. 

The  next  morning  several  magazines  were  brought  to  class  and  the 
children  could  hardly  wait  for  the  composition  hour  to  tell  what  they 
had  found  out,  as  they  were  fairly  bubbling  over  with  information. 
"Wait,"  was  the  only  response  the  teacher  gave  to  many  questions  and 
requests  for  discussion.  The  composition  lesson  had  been  placed  the 
last  hour  of  the  morning,  so  that  it  would  be  a  climax  to  the  morning's 
work.  All  other  work  went  swiftly  and  well  because  the  children  were 
impatient  of  any  delays. 

When  the  lesson  was  begun  the  children  and  teacher  decided  that 
they  needed  an  outline  on  the  board  as  a  guide.  A  picture  of  Hoover 
was  placed  before  the  class.  They  determined  to  select  only  those  facts 
in  Hoover's  life  that  helped  make  him  a  great  man  and  fitted  him  for 
his  work  as  food-dictator. 

This  is  the  outline  that  was  finally  placed  on  the  board : 
Herbert  C.  Hoover,  Food  Dictator 

1.  Preparation  for  life — 

Born  on  a  farm  in  Iowa;  good  habits  and  strong  body. 

Graduated  from  Leland  Stanford  University  in  mining  engineering. 

2.  Mining  engineer — 

in  America, 
in  Australia, 
in  China, 
in  England. 

(So  successful  he  becomes  a  millionaire. 
Shows  wonderful  power  as  an  organizer.) 


Suggestions  157 

3.  Relief  Commissioner — 

in  England,  getting  Americans  home  at  the  beginning  of  the  war. 
in  Belgium,  in  feeding  the  starving  people, 
in  France,  in  relieving  suffering. 

4.  Why  he  is  fitted  to  become  food  dictator — 

Honest,  sincere,   unselfish,  strong  in  body   and   in  mind,   calm   and   de- 
liberate, an  organizer,  has  a  knowledge  of  food  values,  experienced  in 
feeding  and  relieving  other  nations. 
We  look  to  him  to  feed  the  world. 

Every  point  was  carefully  developed  and  freely  discussed.  Many 
bits  of  information  were  rejected  as  unnecessary  to  the  big  aim.  Per- 
haps the  most  interesting  feature  of  the  discussion  to  the  observers  was 
the  children's  comments  on  Hoover's  picture;  some  of  them  did  good 
character  reading,  while  others  had  to  be  directed  as  to  how  to  judge 
a  man  by  his  face. 

The  assignment  for  the  second  day  was  to  write  four  paragraphs  on 
"Hoover,  Food-dictator,"  following  the  outline  closely.  The  children 
were  interested  the  first  day,  but  their  interest  was  at  the  burning  point 
of  attention  the  second  day.  Each  child  was  anxious  for  more  in- 
formation, especially  when  he  found  he  needed  more  to  make  the  para- 
graphs balance  well.  The  teacher  and  the  children  decided  that  they 
could  easily  develop  a  full  composition  from  each  division  of  the  out- 
line, but  as  time  was  lacking  they  refrained  from  following  up  the 
subject. 

The  next  day  the  children  expressed  a  desire  to  study  the  life  and 
work  of  another  man,  this  time  Lloyd  George.  Thus  the  children 
proved  that  the  teacher  had  achieved  her  chief  aim :  the  children  had 
been  aroused  to  an  interest  in  the  live  world  of  events  and  the  work 
of  great  men  of  the  day  as  found  in  newspapers  and  magazines. 

A  History  Match 

That  the  child  mind  can  best  grasp  and  understand  that  which  is 
brought  closest  to  his  life  is  a  well  established  pedagogical  fact.  Hav- 
ing seen  the  good  results  from  dramatizing  stories  and  "acting"  their 
reading  lessons,  I  conceived  the  idea  of  letting  my  fifth  grade  "act"  the 
lives  of  the  early  explorers  as  given  in  "White's  "Beginners'  History," 
calling  it  a  "History  Match." 

A  few  days  in  advance  of  the  lesson,  I  assigned  each  pupil  a  char- 
acter to  impersonate,  secretly,  of  course.  They  then  read  all  the  mate- 
rial available  on  the  subject,  and  from  it  wrote  a  paper  in  the  form 
of  an  autobiography,  omitting  the  name  of  the  supposed  writer.  On 
the  day  of  the  match  they  got  up  one  by  one  and  told  (not  read)  the 
story  of  their  lives,  the  pupils  at  the  seat  writing  down  the  name  of 
the  man  who  they  thought  was  meant.     At  the  end  of  the  match  I 


158  The  Training  School  Quarterly 

read  out  the  correct  list  of  those  whom  each  pupil  represented).  The 
fact  that  there  were  only  two  incorrect  guesses  in  the  class  showed  that 
each  child  had  not  only  studied  his  own  individual  topic,  but  the  others 
as  well,  so  as  to  make  correct  guesses. 

I  have  since  tried  this  device  when  working  with  the  many,  and 
oftentimes  to  the  child,  confusing,  countries  of  Europe.  By  letting  a 
child  represent  a  country,  telling  its  location,  climate,  products,  etc., 
and  letting  the  children  guess  the  country  and  sometimes  the  capital. 
I  have  awakened  a  great  enthusiasm  where  as  before  there  had  been 
apathy  and  indifference.  "When  a  lesson  is  put  in  the  form  of  a  game 
it  is  likely  to  be  well  learned.  Ruby  Melvin, 

Intermediate  Grades  of  Elizabethtown  High  School. 

Devices  for  Securing  Good  Personal  Habits 

The  problem  of  teaching  the  children  to  form  good  sanitary  personal 
habits  is  one  that  confronts  almost  every  teacher  today.  One  gives  up 
in  despair  sometimes  when  every  possible  means'  has  been  tried  out, 
and  all  have  failed. 

Below  are  several  devices  which  I  have  worked  out  quite  successfully 
in  the  first  and  second  grades. 

First,  the  problem  of  getting  the  children  in  the  habit  of  brushing 
their  teeth  regularly  had  to  be  solved.  When  I  first  asked  how  many 
brushed  their  teeth  every  morning  I  found  that  only  a  small  number 
of  the  children  owned  brushes.  I  urged  them  by  all  means  to  have 
brushes  by  the  next  morning,  stressing  the  importance  of  keeping  their 
dear  little  young  teeth  clean.  In  a  few  days  every  child  had  a  brush 
and  some  had  powder  or  paste.  How  proud  they  were,  and  how  eager 
to  tell  me!  Of  course,  there  were  some  who  were  not  so  eager,  and  I 
always  knew  they  were  the  ones  who  had  failed  to  obey  my  wishes. 
To  prevent  them  from  forgetting  the  second  time,  I  would  draw  a 
large  snaggle  tooth  on  the  board,  making  it  look  as  dreadful  as  possi- 
ble, placing  in  it  the  names  of  the  children  who  had  failed  to  brush  their 
teeth  that  morning,  and  letting  it  remain  all  day.  There  were  finally 
no  delinquents. 

Another  problem  was  to  get  them  to  clean  their  nails  and  keep  them 
so.  I  would  go  around  each  morning  and  look  at  every  child's  nails, 
and  if  some  child  had  forgotten  I  would  designate  it,  in  a  hand  already 
drawn  on  the  board  by  placing  the  guilty  child's  name  in  one  finger 
and  making  the  nail  as  ugly  as  possible  with  colored  chalk.  Very  soon 
the  children  become  ashamed  and  there  was  seldom  ever  a  name  to  be 
placed  on  the  board. 

Here  is  still  another  device  I  used.  This  was  for  getting  my  chil- 
dren to  bring  fresh  handkerchiefs  with  them.  Every  morning  we  played 
a  little  game  in  the  form  of  a  drill,  and  every  child  was  required  to 


f  Jf  t  t  I  if 

LENOIR7" 


1  '  ,f  *  f  f  j 

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■  *     n 

County  Groups 


Suggestions  159 

have  a  nice  fresh  handkerchief  or  else  he  would  be  omitted  from  the 
game.  Each  one,  of  course,  was  only  too  eager  to  play.  In  the  game 
I  brought  in  a  few  simple  arithmetic  problems,  namely,  one  corner  plus 
one  corner,  then  add  other  two  corners.  Drop  one  corner,  then  other 
two,  how  many  left,  etc.  In  this  game  the  children  had  no  idea  that 
my  motive  was  simply  to  have  clean  handkerchiefs. 

I  found  that  these  little  devices  worked  just  beautifuly,  and  that  the 
minds  and  memories  were  being  trained  in  such  a  way  as  never  to  forget 
to  perform  these  little  unpleasant  tasks  which  I  feel  now  are  stamped 
so  distinctly  upon  their  minds  that  there  is  no  desire  for  them  to  forget. 
We  feel  that  these  good  personal  habits  are  as  essential  to  their  little 
bodies  as  the  food  they  eat.  I  hope  these  devices  will  help  you,  sister 
teachers.     Just  try  and  see.  Mart  E.  Chatjncey,  '14, 

First  Grade,   Warrenton  Graded  School. 

Practical  Household  Art  in  Our  Grades 

When  I  mentioned  window  curtains  for  my  room  my  sixth  grade  was 
all  attention.  I  asked  the  girls  if  they  thought  we  could  hemstitch 
them;  their  eyes  fairly  danced  with  anticipation,  and  they  eagerly 
answered  "Yes." 

Our  room  had  five  large  windows.  We  had  just  put  up  nice  shades, 
paid  for  with  money  that  we  had  raised — a  part  of  it  made  by  picking 
cotton.     What  we  needed  next  was  curtains. 

I  went  to  a  store  and  purchased  twelve  yards  of  white  cheesecloth. 
The  girls  and  I  gathered  in  our  room  one  afternoon  after  school  and 
cut  the  lengths  for  sash  curtains.  Another  time  we  measured  hems  and 
drew  threads  for  hemstitching.     Some  of  the  girls  did  not  know  how. 

We  had  such  a  jolly,  happy  group,  for  while  fingers  were  busy, 
tongues  were  not  idle.  In  the  other  end  we  made  a  neat  little  hem  of 
running  stitches  for  the  cord  to  be  slipped  through,  since  we  could  not 
afford  rods. 

After  the  work  was  begun  each  girl  took  a  half  curtain  home  to 
finish.  When  they  were  completed  they  brought  them  back  and  the 
boys  drove  nails  for  us  to  fasten  the  cords  to. 

When  we  put  a  bowl  of  blooming  narcissus  on  a  window  shelf  we 
thought  ou.r  room  looked  real  "homey."  In  comparing  ours  with  those 
of  the  fourth  and  fifth  grade  room,  one  of  our  girls  said,  "It's  a  sure 
thing  we  don't  want  any  curtains  with  flowered  borders!"  They  took 
turns  in  having  the  curtains  laundered.  After  school  closed,  and  I 
had  left  the  community,  one  of  the  girls  wrote  me  that  for  fear  the 
sun  would  injure  them  during  vacation  she  had  taken  them  down, 
laundered  them,  and  put  them  away. 

I  found  both  girls  and  boys  taking  a  greater  interest  in  keeping  the 
room  iidy.     The  girls  proved  to  be  right  good  housekeepers.     The  boys 


160  The  Training  School  Quarterly 

seemed  ready  to  lend  a  hand.  They  put  up  window  shelves,  made  boxes 
for  plants,  polished  the  heater  several  times,  made  rough  benches  for 
the  ytsrd,  and  oiled  the  floor.  Delia  Smith. 

Our  Dolls'  Home 

(Made  by  First  and  Second  Grades,  Lake  Landing  Graded  School.) 

When  school  opened  in  the  fall,  in  order  for  me  to  learn  my  children, 
I  began  asking  questions  about  father,  mother,  brothers  and  sisters,  and, 
in  fact,  everything  connected  with  the  home.  After  these  things  were 
fully  discussed  the  children  wanted  to  talk  about  their  playhouses. 
I  said,  "How  would  you  like  to  make  one?"  The  answer  from  all  at 
one  time  was,  "I  would  like  it  fine." 

One  of  the  high  school  boys  constructed  the  house  of  two  wooden 
boxes.  Each  of  the  four  rooms  was  12  x  14  inches  with  a  12-inch  side 
wall.  The  room  on  the  third  floor  was  much  larger.  The  house  was 
furnished  by  the  first  and  second  grades.  We  decided  to  make  this  a 
real  home  as  near  as  possible,  and  I  tried  to  make  the  children  imagine 
that  it  was  their  real  home. 

The  plan  used  was  to  divide  the  first  floor  into  two  equal  parts :  one 
becomes  the  kitchen,  the  other  the  dining-room.  The  same  spaces  on 
the  second  floor  are  used  for  a  bedroom  and  a  nursery.  The  third  floor 
space  under  the  gable  was  used  for  a  sitting-room.  The  children  did 
not  like  a  small  room  for  a  sitting  room.  This  was  the  largest,  so  we 
decided  to  use  it. 

The  color  scheme  for  the  kitchen  is  in  buff  and  gray.  The  paper 
floor  covering  is  made  to  represent  linoleum,  the  design  on  one-half 
inch  "squared"  paper.  The  walls  are  buff.  The  table  has  a  checked 
cover  on  it.  The  stove,  table,  and  kitchen  cabinet  are  constructed  of 
gray  paper. 

The  color  scheme  for  the  dining-room  is  white  and  blue.  The  walls 
are  covered  with  wall  paper  design  made  by  the  pupils  of  green  and 
pink  on  white  drawing  paper.  The  buffet,  table,  and  chairs  are  made 
of  white  paper.  The  paper  floor  covering  also  represents  linoleum,  blue 
and  white  blocks  with  blue  border.  The  tablecloth  is  white  with  a 
pink  edge  crocheted  by  a  second  grade  child. 

The  bedroom  walls  are  covered  with  white  paper,  decorated  with  a 
green  design.  The  rugs  are  blue  and  white  blocks  with  blue  borders. 
The  children  wove  these  during  the  busy  work  periods.  The  curtains 
for  the  house  are  of  white  voile  and  were  made  by  the  little  girls.  The 
bedroom  furniture  consists  of  bed,  dresser,  and  chair,  all  made  of 
white  paper. 

The  sitting-room  walls  are  covered  with  blue  wall  paper,  with  gray 
and  pink  border.     The  art  square  is  blue  and  white  blocks  with  blue 


Suggestions  161 

border.  The  furniture  consists  of  piano  and  stool,  library  table,  one 
round  stand  for  flowers,  one  rocking  chair,  three-piece  parlor  suite, 
divan,  armchair  and  rocker,  two  small  rugs,  curtains  and  one  picture. 
Tho  furniture  was  constructed  of  white,  drawing  paper. 

The  same  design  of  wall  paper  and  carpet  was  used  for  nursery  as 
that  used  for  bedroom.  The  furniture  consists  of  cradle,  one  small 
table,  and  a  go-cart  constructed  of  gray  paper.  A  penny  doll  was  dressed 
in  a  long  white  dress  for  the  baby.  All  of  the  paper  folding  and 
cutting  was  based  on  the  sixteen  squares. 

When  the  house  was  completed  on  the  inside,  the  children  said  they 
did  not  like  the  rough,  ugly  appearance  of  the  outside.  One  little  boy 
just  seven  years  old  said,  "I  will  paint  the  house."  The  next  morning 
he  came  with  paint  and  brush  and  painted  the  house  the  colors  decided 
on  by  the  children. 

The  children  collected  pictures  of  the  furniture  for  the  house  from 
books  and  magazines  before  we  constructed  it  of  paper.  I  did  this 
to  see  if  the  children  were  familiar  with  the  furnishing  necessary  for 
the  home. 

I  correlated  drawing,  spelling,  number  work,  and  language  with  the 
making  of  the  doll's  home.  In  order  to  do  this,  we  were  about  a  month 
and  one-half  completing  the  house.  Ella  White,  '15, 

Primary  Teacher  in  Lake  Landing  Graded  School. 

Helping  a  School  to  Grow  from  a  One-Teacher  to  a  Two- 
Teacher  School 

I  have  been  teaching  in  the  same  one-teacher  school  for  two  years. 
When  I  began  teaching,  there  were  no  window  shades  at  the  windows. 
The  heater  was  in  one  corner  of  the  schoolroom.  There  were  no  waste- 
paper  baskets  in  the  room,  no  foot-mat  at  the  door,  no  pictures  or  maps 
on  the  walls,  no  library  or  books  of  any  kind  in  the  room  except  what 
few  I  had,  and  the  children's  text-books.  It  was  just  a  bare  school- 
room with  desks,  children,  and  teacher. 

At  the  end  of  two  years  a  rural  library  was  ordered  for  the  school. 
The  children  had  sold  flag  buttons  and  gained  a  large  flag  and  pencil 
sharpener.  I  had  succeeded  in  securing  a  stove-pipe,  window  shades, 
a  foot-mat,  four  maps,  a  suspension  globe,  an  organ,  two  waste^paper 
baskets,  a  large  dictionary,  Washington's  picture,  Lincoln's  picture, 
and  a  water-cooler.  In  order  to  meet  the  expense  of  these  things,  a 
shadow  party,  and  three  box  parties  were  given  during  the  two  years, 
the.  proceeds  of  which  amounted  to  $148. 

The  school  is  no  longer  a  one-teacher  school.  It  will  be  made  a 
two-teacher  school  another  year.  Almiea  Godfrey. 


162  The  Training  School  Quarterly 

How  I  Raised  $60  at  a  Box  Party 

On  Thanksgiving  Day  I  gave  an  entertainment  at  the  schoolhouse 
and  invited  all  the  patrons  of  the  community.  After  the  exercise  was 
over  I  made  a  talk  and  explained  the  needs  of  the  school,  and  asked 
for  suggestions  for  raising  money  to  get  these  things.  We  decided  on  a 
box  party.  Two  of  the  committee  were  present  and  each  of  them 
made  a  talk.  Many  suggestions  were  offered,  and  finally  we  decided 
tliat  our  box  party  should  consist  of  boxes  containing  supper  to  be  sold 
by  auction,  a  cake  for  the  prettiest  girl  to  be  sold  by  votes,  cakes  and 
boxes  of  candy  to  be  sold  by  auction,  a  grab  bag  containing  things  that 
could  be  made  at  little  cost,  which  would  interest  both  children  and 
grown  people,  a  fruit  stand  containing  bags  of  parched  peanuts,  chewing 
gum,  loose  candy,  apples,  and  oranges,  all  to  be  sold  by  the  piece;  and 
a  fortune  teller.  The  patrons  contributed  everything  that  made  up 
the  box  party  except  the  fruit  and  chewing  gum.  The  school  room  was 
beautifully  decorated  and  a  large  crowd  was  present.  The  entire  pro- 
ceeds from  the  box  party  amounted  to  $60 : 

16  boxes  of  supper   $25.00 

1  cake  for  prettiest  girl 18.05 

3  cakes  and  3  boxes  of  candy 7.25 

Grab  bag 2.45 

Profit  at  fruit  stand  5.20 

Fortune  telling  2.05 

Total    $60.00 

Almira  Godfrey, 
Burgess  School,  Perquimans  County. 

Some  of  the  Advantages  of  Teaching  at  Home 

"Breathes  there  a  man  with  soul  so  dead, 
Who  never  to  himself  hath  said, 
This  is  my  own,  my  native  land?" 

Now,  while  our  President  is  calling  for  loyalty  to  our  Nation,  how 
can  the  teacher  show  hers  more  than  by  staying  in  her  own  neighbor- 
hood and  doing  her  best  to  train  the  children  of  her  neighbors  to  be 
true  to  God  and  to  their  country?  Surely  she  will  be  more  interested 
in  the  social  and  moral  conditions  of  her  own  neighborhood  than  in  one 
in  which  she  expects  to  reside  only  a  few  months.  Whose  pains,  whose 
griefs,  whose  trials,  and  whose  pleasures,  would  appeal  to  her  more, 
think  you? 

In  her  own  community  the  teacher  knows  already  the  interest,  de- 
sires,  the  likes  and  dislikes,  the  prejudices  and  environments  of  the 
patrons;  hence,  has  a  better  understanding  of  the  pupils.  Also  she 
knows  the  local  geography  and  government,  the  superstitions  and  re- 


Suggestions  163 

ligion,  which  in  a  strange  section  it  would  require  a  whole  tertm  to 
learn  before  she  could  really  adjust  herself  to  the  existing  circumstances. 

To  illustrate :  In  a  certain  community  an  orphan  girl  was  taken  by 
her  grandparents  to  rear.  They  were  old  and  alone,  all  of  their  chil- 
dren having  homes  of  their  own.  As  the  girl  grew  older  and  stronger, 
more  of  the  duties  fell  upon  her,  requiring  more  of  her  time  and  short- 
ening her  school  days  until  she  dropped  out  of  school  entirely.  When 
she  was  fifteen  she  was  given  the  opportunity  to  go  to  school  again,  but 
she  refused  to  go  then  because  she  was  so  far  behind  the  rest  of  her 
age.  After  two  or  three  years  a  lady  from  the  neighborhood  was 
elected  to  teach  the  home  school.  Before  school  opened  this  girl  went 
to  see  the  teacher  and  had  a  heart-to-heart  talk,  for,  she  said,  "I  know 
you  would  understand."  When  school  opened,  to  the  surprise  of  every 
one,  this  girl  came,  and  was  an  earnest,  faithful  student. 

Another  advantage  which  the  home  teacher  has  is  solving  the  ever 
perplexing  question  of  hoard.  This  problem  has  been  increased  now 
by  the  high  cost  of  all  food  products,  and  the  servant  question. 

There  are  many  places  in  which  the  housewife  cannot  secure  a  serv- 
ant at  any  price.  With  all  the  duties  and  cares  of  her  house  and 
family  devolving  upon  her  alone,  she  does  not  feel  equal  to  the  task 
of  adding  another  straw  to  her  burden :  that  of  boarding  the  teacher. 
I  believe  our  teachers  appreciate  these  conditions  and  try  to  adapt 
themselves  to  the  circumstances  as  far  as  they  can ;  yet  no  teacher  can 
do  her  work  in  the  schoolroom  unless  she  can  have  a  comfortable  room 
where  she  can  be  quiet  and  plan  her  work  for  the  next  and  succeeding 
days. 

Schools  that  are  financially  able  are  building  "teacherages,"  and 
until  all  of  the  schools  are  so  equipped  the  board  bill  will  be  a  perplex- 
ing question  to  most  teachers,  but  not  to  the  home  teacher,  for  she  can 
still  enjoy  the  pleasures  of  home  and  loved  ones  while  giving  the  best 
she  has  to  the  children  entrusted  to  her  care. 

Julia  B.   Cobb, 
Teacher  of  Benthall  School,  Hertford  County. 

How  I  Raised  Money  for  My  School 

During  my  two  years  experience  as  a  teacher,  I  have  found  at  the 
beginning  of  the  school  term  almost  empty  schoolrooms,  with  no  pic- 
tures, no  blackboards,  nor  anything  except  the  empty  room  with  a  few 
rickety  desks.  The  school  grounds  have  been  in  almost  the  same  condi- 
tion ;  therefore,  my  first  problem  has  been  how  to  furnish  and  beautify 
the  room  and  grounds. 

I  began  solving  my  problem  by  organizing  Literary  Societies  and 
Betterment  and  Athletic  Associations.     After  doing  this,  I  planned  a 


164  The  Training  School  Quarterly 

series  of  entertainments,  hoping  to  make  some  money  in  this  way.  In 
planning  these  entertainments  the  things  I  had  to  consider  most  were 
the  type  of  children  I  had  to  work  with,  the  people  who  should  attend 
these  entertainments,  the  staging  and  the  costuming. 

I  have  given  the  following  plays  with  much  success:  "Jumbo  Jim," 
"Aunt  Dinah's  Quilting  Party,"  "District  School,"  negro  minstrels, 
"Only  Young  Man  in  Town,"  "Fruits  of  His  Folly."  Besides  these  I 
have  had  programs  of  recitations,  declamations,  dialogues,  dramatiza- 
tions, and  patriotic  and  motion  songs.  I  gave  one  play  in  each  enter- 
tainment with  a  variety  of  other  things,  making  the  program  about 
two  hours  long. 

The  best  things  I  could  get  for  primary  children  were  from  the 
Normal  Instructor  and  Primary  Plans.  This  one  magazine  furnishes 
enough  new  material  to  make  a  monthly  program  one  hour  long.  This 
material  grows  out  of  the  everyday  work  of  the  children,  and  can  be 
gotten  up  without  so  much  outside  effort.  Besides,  the  people  seemed 
to  understand  and  appreciate  this.  From  last  April's  number  of  this 
magazine  I  gave  "Dr.  "Wise,"  an  interesting  little  dialogue,  with  the 
doctor,  trained  nursed,  and  patient,  who  was  being  doctored  for  telling 
fibs.  I  also  found  in  this  magazine  "School's  Saving  Bank,"  which 
gave  some  good  ideas  on  practicing  thrift,  which  were  along  the  line  that 
the  people  are  now  thinking.  The  money  used  in  this  dialogue  was 
made  by  the  children  as  busy  work,  while  the  dialogue  was  taught  as  an 
arithmetic  lesson.  In  connection  with  this  we  had  dramatizations, 
motion  songs,  and  recitations. 

I  planned  another  type  of  entertainment,  which  consisted  of  an  old- 
time  spelling  match,  with  neighborhood  jokes,  etc.  I  did  not  always 
charge  any  admission,  but  sometimes  arranged  for  the  girls  to  have  a 
box  party,  or  for  the  Betterment  Association  to  sell  refreshments. 

The  best  way  I  could  advertise  my  entertainments  was  to  let  the 
children  make  the  tickets,  and  design  and  number  them  as  a  drawing 
lesson.  Each  child  was  given  five  tickets  to  sell,  and  got  a  free  ticket 
for  selling  them.  No  one  was  ever  known  to  come  to  our  neighborhood 
without  having  the  opportunity  of  buying  a  ticket. 

There  were  still  other  things  I  did  to  make  money.  I  had  the  chil- 
dren to  sell  badges  at  ten  cents  each.  When  the  required  number  was 
sold  we  received  a  premium.  In  this  way  we  got  a  flag  and  a  number 
of  pictures.  Several  newspapers  offered  a  book  for  each  new  sub- 
scriber. We  took  advantage  of  this  offer,  and  received  a  number  of 
books  to  go  in  our  library. 

There  are  always  hundreds  of  ways  to<  get  money  for  educational 
purposes.     This  can  be  gotten  by  the  teacher,  pupils,  and  the  associa- 


Suggestions  165 

tions  working  together.  The  time  has  now  come  when  there  is  no 
excuse  for  a  teacher  teaching  in  an  ugly,  unfurnished  schoolroom,  sur- 
rounded by  a  broom-straw  patch.  Emma  J.  Brown,  '15, 

Fourth   Grade,  Richlands  Graded  School. 

A  Country  Girl  is  Not  a  Stranger  in  Any 
Country  Neighborhood 

Just  a  few  words  about  myself.  I  am  a  country  girl,  raised  on  the 
farm,  and  taught  by  my  mother  to  do  any  kind  of  work  in  the  farm 
home.  I  finished  public  school  and  did  some  high  school  work.  Last 
fall  my  county  superintendent  came  to  my  home  and  said  to  me,  "I 
have  some  vacant  schools  and  would  rather  have  you  teach  one  than 
some  one  that  T  do  not  know."  I  thanked  him  for  the  confidence  he 
had  in  me,  and  told  him  I  would  do  the  best  I  could.  I  made  a  good 
average  on  my  examination  and  he  gave  me  a  school  where  I  knew  no 
one  and  no  one  knew  me. 

In  high  school  I  believe  I  was  known  as  one  having  a  smile  and  a 
kind  word  for  all.  I  determined  to  carry  these  with  me  when  I  started 
out  on  my  new  work.  The  people  I  found  not  rich,  but  willing  to  do 
anything  for  you  if  you  made  yourself  one  of  them.  My  home  was 
with  a  family  where  there  were  four  girls.  I  was  counted  as  the  fifth, 
and  many  is  the  frolic  we  had  together.  I  joined  heartily  in  all  social 
affairs  in  the  neighborhood. 

Saturday  night  and  Sunday  was  the  time  that  the  people  of  the 
neighborhood  met  together.  They  found  out  that  I  could  sing  and 
could  play  the  piano  a  little,  and  we  enjoyed  singing  the  "old  melodies" 
and  hymns  together  very  much,  the  old  people  as  well  as  the  young. 

Then  came  the  old-fashioned  sugar-pullings,  which  were  greatly  en- 
joyed by  all.  Of  course,  I  could  help  in  the  cooking  and  pulling,  too; 
any  country  girl  could. 

Christmas  was  the  little  folks'  treat.  They  were  made  so  happy  by 
their  first  Christmas  tree.     The  older  ones  enjoyed  serenading. 

Hog-killing  was  the  most  enjoyable  time  of  the  winter.  Neighbors 
always  helped  each  other  during  the  whole  time.  Big  dinners  and 
suppers  were  served  to  all  that  helped,  and  most  of  the  time  there  was  a 
sugar-pulling  afterwards.  The  people  thought  it  strange  that  I  could 
help,  but  thanks  to  my  mother  and  the  training  I  received  at  home, 
I  could  do  even  that. 

At  school  the  children  found  that  I  could  enter  into  fun  and  frolic 
as  well  as  fight,  and  we  soon  learned  to  like  one  another.  In  this  way 
I  learned  to  like  the  people,  just  by  being  one  of  them. 

Now,  just  a  few  more  words.  When  you  go  into  a  neighborhood  to 
teach,  where  you  do  not  know  any  one,  dear  teacher,  have  a  smile  and 


166  The  Training  School  Quarterly 

a  kind  word  for  all,  and  be  sure  that  you  do  not  think  that  you  are 
any  better  than  the  people,  for  are  we  not  all  God's  creatures?  Don't 
be  ashamed  to  pitch  in  and  help.  Mart  Foxwell, 

Teacher  of  Hurdle  School,  Chowan  County. 

How  I  Introduced  Music  In  My  School 

When  I  first  went  into  the  district  there  was  not  a  piano  in  it.  There 
were  two  organs.  I  found  that  the  young  people  enjoyed  gathering 
at  the  homes  where  the  organs  were,  to  spend  an  evening  singing.  I 
decided  to  try  to  make  the  school  building  the  center  of  these  gatherings, 
so  I  began  to  talk  piano  for  the  school.  I  did  not  receive  much  en- 
couragement the  first  winter. 

Before  I  went  back  the  next  fall  I  visited  the  nearest  town.  While 
there  I  began  to  look  for  a  piano  at  a  reasonable  price.  I  went  to  a 
piano  house  and  told  them  what  I  wanted.  After  school  began,  the 
manager  went  up  to  see  my  committee  and  offered  to  put  one  in  the 
schoolroom  for  a  month's  trial.  After  making  several  trips  to  see 
them,  they  finally  decided  to  let  it  be  put  in,  but  they  were  sure  they 
would  not  buy  it.     It  was  sent  out. 

There  was  a  boy  in  the  neighborhood  that  played  the  violin,  one  that 
played  the  guitar,  and  one  the  banjo.  I  invited  them  to  come  out  to 
the  school  that  night  and  play  with  the  piano  accompaniment.  I  also 
invited  the  people  to  come  hear  the  new  piano  and  sing  some.  They 
came,  too.  The  house  was  full,  and  they  continued  to  come.  When  the 
month  was  out  they  wouldn't  think  of  giving  up  the  piano. 

At  Thanksgiving  we  had  a  box  party  and  made  up  part  of  the  money. 
The  balance  was  paid  by  the  committee. 

Before  the  winter  was  gone  there  were  four  pianos  in  the  neighbor- 
hood, and  we  had  six  music  pupils.  At  commencement  we  had  a  simple 
little  duet  and  a  solo  which  were  enjoyed  very  much. 

Edith  Sidburt, 
Now  Teacher  in  Wilmington  Graded  Schools. 

How  I  Disgusted  One  Girl  with  "Trashy"  Novels 

Only  a  few  days  after  my  entrance  into  a  certain  community  I  was 
dumbfounded  to  find  that  a  girl  representing  one  of  the  oldest  and  most 
aristocratic  families  in  North  Carolina  was  accursed  with  the  horrible 
habit  of  trashy  novel  reading.  I  say  "trashy" — and  I  mean  all  that 
the  word  suggests.  From  that  day  I  spent  a  great  deal  of  time  trying 
to  devise  some  method  by  which  Edna  could  be  guided  into  a  higher 
phase  of  novel  reading,  and  in  such  a  way  that  she  would  still  like  to 
read  books — though  books  of  entirely  a  different  type. 

I  finally  decided  to  visit  the  girl's  home,  and  find  out,  if  possible,  the 
kind  of  books  most  approved  by  the  mother  and  father,  and  their  views 


Suggestions  167 

in  regard  to  their  daughter's  spending  the  greater  part  of  her  time  in 
trashy  novel-land.  I  repeat  with  emphasis  the  word  ''trashy,"  because 
we  all  know  that  nothing  is  better  for  any  of  us  than  a  good  clean  novel. 

On  my  visit  to  the  home  I  found  the  very  best  of  books  placed 
throughout  the  entire  house,  quite  convenient  and  very  tempting  to  a 
lover  of  good  literature. 

I  asked  Edna  if  she  had  read  any  of  these  books.  She  replied  that  she 
started  one  of  them,  but  they  were  so  deep  she  did  not  care  much  for 
them.  I  then  asked  her  what  type  of  a  book  she  liked  best ;  she  imme- 
diately answered :  "Oh,  well,  something  not  so  deep,  like  'How  He 
Won  Her,'  'Lost  Love,'  etc.  In  other  words,  a  good  love  story,  but 
mother  doesn't  like  me  to  read  them;  she  hides  them  every  time  I  get 
them." 

I  immediately  determined  to  give  her  a  dose  of  "good  love  stories," 
as  she  termed  it.  So  I  invited  her  down  to  my  boarding  place  on 
Saturdays  to  read.  She  was  quite  delighted  with  the  idea,  and  always 
brought  one  of  her  mother's  books  for  me,  while  I  managed  to  get  one 
of  her  type  from  "somewhere." 

After  we  had  spent  eight  or  nine  successive  Saturdays  in  this  way, 
Edna,  for  some  reason,  did  not  seem  very  anxious  to  com©  the  next 
Saturday.  I  insisted,  of  course,  and  she  finally  decided  to  come,  though 
she  tried  to  emphasize  the  fact  that  her  mother  needed  her — the  very 
first  time  she  had  considered  her  mother  in  the  least  degree.  The  fact 
about  Edna  was  that  she  had  lost  some  of  her  enthusiasm  for  the  books 
that  had  so  lately  held  her  spellbound.  She  came,  however,  and  settled 
down  to  "The  Forsaken  Bride,"  while  I  took  up  something  very  dif- 
ferent. 

We  had  read  about  an  hour  when  Edna  decided  that  she  was  "tired 
to  death"  reading.  "Oh,  do  come,  and  let's  go  for  a  walk,"  she  said. 
"They  are  all  alike,  anyway.  I  declare  I  believe  I  never  will  like  to 
read  again." 

"Why,  is  your  book  not  interesting?"  I  asked. 

"Yes,  I  suppose  so,"  she  replied.  "But  somehow  I  am  just  so  tired." 
"Do  you  never  get  tired  reading?"  she  asked. 

"Oh,  yes,  sometimes,"  I  replied.  "But  my  book  is  very  interesting. 
However,  we  will  stop  for  awhile  and  go  for  a  walk." 

We  did  go  for  a  walk,  and  in  one  hour  were  back  again,  tired  from 
walking.  Then  I  began  to  tell  her  about  my  book.  She  was  soon 
fascinated,  as  I  indeed  knew  she  would  be,  and  from  that  day  she  always 
wanted  the  "new"  style,  as  she  termed  it. 

And  today  she  still  demands  the  clean,  forcible,  and  uplifting  type 
of  book.  She  found  to  her  great  surprise  that  these  books  were  at 
home  and  that  mother  did  not  object  to  her  reading  them.  Her  mother 
4 


168  The  Training  School  Quarterly 

is  enthusiastic  over  the  change,  and  cannot  understand  how  it  came 
about.  Neither  does  Edna;  she  only  knows  that  it  is  different  and 
appreciates  the  fact.  Matme  Brooks, 

Teacher  in  Wesley   Chapel  High  School. 

"A  Pupil's  Reward"  or  "School  Beatitudes" 

Blessed  are  the  punctual,  for  they  will  be  called  manly. 
Blessed  are  the  early,  for  they  will  not  be  called  careless. 
Blessed  are  the  neat,  for  they  shall  receive  attention. 
Blessed  are  the  obedient,  for  they  shall  receive  favors. 
Blessed  are  the  studious,  for  they  shall  be  wise. 
Blessed  are  the  wise,  for  they  shall  rule  the  world. 

W.  H.  Purser. 


Reviews 

Farmers'  Bulletin,  No.  755,  Common  Birds. — In  the  Southeastern 
States  more  than  460  species  of  birds  occur  at  some  season  of  the  year. 
This  bulletin  discusses  the  general  habits  and  the  economic  value  of 
23  of  the  best  known  species.  Fanners  have  a  host  of  insect  enemies 
to  fight.  This  bulletin  shows  clearly  the  great  value  birds  are  in  this 
conflict.  The  farmer  should,  therefore,  welcome  his  feathered  allies 
and  see  to  it  that  they  have  every  protection  he  can  secure.  From  this 
bulletin  the  farmer  will  learn  which  birds  to  harbor. 


Some  Facts  Concerning  Manual  Arts  and  Home-making  Subjects  in 
One  Hundred  and  Fifty-six  Cities — Bulletin  32,  1916,  Bureau  of 
Education. 

The  data  used  in  this  bulletin  was  collected  by  means  of  a  question- 
naire sent  to  the  heads  of  city  school  systems.  One  hundred  and  fifty- 
six  schools  responded.  It  was  found  that  the  chief  aim  in  teaching 
these  subjects  was  prevocational — just  giving  knowledge  of  the  various 
occupations,  materials,  tools,  etc.  It  was  found  that  work  in  paper  in 
the  primary  grades  was  more  general — joinery  and  cabinet  making 
for  boys  in  the  grammar  grades,  and  sewing  and  cooking  for  girls  in 
the  grammar  grades.  The  work  was  presented  by  using  systematic 
graded  exercises.  Time  given  to  these  subjects  was  found  to  be  over 
5  per  cent  of  the  total  school  time  in  the  elementary  school  and  over 
25  per  cent  of  the  total  time  in  the  high  school.  The  method  most 
frequently  used  of  disposing  of  finished  products  was  that  of  letting 
the  pupil  keep  his  own  article. 


"Minimum  Essentials  in  the  Preparation  of  Teachers"  is  an  article 
in  The  American  Schoolmaster,  by  William  C.  Bagley,  Director  of  the 
School  of  Education  in  the  University  of  Illinois.  He  thinks  that  the 
teaching  profession  should  he  so  standardized  that  a  prospective  teacher 
shall  have  to  pass  certain  tests  to  establish  in  the  minds  of  the  exam- 
iners her  ability  to  teach.  Tests  on  penmanship,  blackboard  writing, 
and  sketching  should  be  given.  A  teacher  should  be  able  to  recognize 
errors  in  oral  speech,  as  well  as  to  speak  correctly  herself.  She  should 
speak  plainly  and  with  clean-cut  enunciation,  and  to  her  pupils  her 
voice  should  be  in  a  low,  quiet,  convincing  tone.  She  should  also  be 
able  to  "sense"  unhygienic  conditions  in  a  classroom  with  regard  to 
lighting,  temperature,  ventilation,  and  posture.  Mr.  Bagley  believes 
that  by  tests  of  these  kinds  teaching  skill  in  an  individual  may  be 
detected. 


170  The  Training  School  Quarterly 

Gardening  in  Elementary  City  Schools,  C.  D.  Jarvis,  Bulletin 
Bureau  of  Education. 

The  bulletin  points  out  the  possibilities  of  gardening  from  the  point 
of  view  of  democracy  in  education;  its  usefulness  in  developing  thrift 
and  industry;  its  value  as  a  substitute  for  illegal  child  labor;  and  its 
justification  in  inculcating  the  joy  of  living.  The  bulletin  also  analyzes 
the  methods  of  introducing  gardening  into  the  schools;  describes  the 
different  types  of  gardens;  shows  the  kinds  of  instruction  and  super- 
vision that  have  proved  useful ;  and  goes  somewhat  into  detail  in  plan- 
ning garden  plats  and  the  disposal  of  the  garden  crop.  There  are 
many  suggestions  that  could  well  be  adopted  by  rural  schools  or  by  those 
in  the  small  towns. 

An  Educational  Program  for  the  War.  Suggestions  for  a  pro- 
gram of  school  activity  for  different  types  of  educational  institutions 
during  the  war  have  just  been  issued  by  Dr.  P.  P.  Claxton,  United 
States  Commissioner  of  Education.  After  pointing  out  that  attendance 
laws  should  he  enforced  as  usual,  Dr.  Claxton  says :  "Parents  should 
be  encouraged  to  make  all  possible  efforts  to  keep  their  children  in  school 
and  should  have  public  or  private  help  when  they  can  not  do  so  without 
it.  Many  young  children  will  lack  the  home  care  given  them  in  times 
of  peace,  and  there  will  be  need  of  many  more  kindergarten®  and 
Montessori  schools  than  we  now  have.  The  attendance  in  the  high 
schools  should  be  increased,  and  more  boys  and  girls  should  be  induced 
to  remain  until  their  course  is  completed.  A  school  year  of  four  terms 
of  12  weeks  each  is  recommended  for  the  high  schools,  as  for  the  ele- 
mentary schools.  In  the  high  schools  adopting  this  plan  arrangements 
should  be  made  for  half-time  attendance,  according  to  the  Fitchburg, 
Cincinnati,  and  Spartanburg,  S.  C,  plans,  for  a  large  proportion  of 
pupils  as  possible.  All  laboratories  and  manual-training  shops  in  high 
schools  should  be  run  at  their  full  capacity.  In  many  of  the  shops  work 
should  be  done  which  will  have  immediate  value  for  the  national  de- 
fense. In  all  high  schools  in  which  domestic  science  (sewing,  cooking, 
sanitation,  etc.)  is  taught,  large  units  of  time  should  be  given  in  the 
summer  and  fall  to  sewing  for  the  Red  Cross  and  for  local  charities. 
Classes  for  grown-up  women  should  be  formed  in  which  practical  in- 
struction can  be  given  largely  by  lecture  and  demonstration  in  the 
conservation  and  economic  use  of  food. 


High  Cost  of  Living.  Dr.  P.  P.  Claxton,  Commissioner  of  Educa- 
tion in  the  Department  of  the  Interior,  makes  the  following  statement 
regarding  the  high  cost  of  living  and  a  partial  solution  of  it :  "Is  there 
a  remedy?     There  is  a  partial  remedy  at  least,  but  not  wholly  in  in- 


Reviews  171 

vestigations  or  legislation.  This  remedy  is  so  simple  and  close  at  hand 
that,  as  is  so  frequently  the  case,  it  is  overlooked.  In  the  schools  of 
the  cities,  towns,  suburban  communities,  and  manufacturing  and  mining 
villages  of  the  United  States  there  are  approximately  6,000,000  boys 
and  girls  between  the  ages  of  nine  and  sixteen.  Most  of  them  are  idle 
more  than  half  of  the  year.  They  are  in  school  less  than  1,000  hours 
in  the  year,  and  allowing  10  hours  a  day  for  sleep,  are  out  of  school 
more  than  4,000  waking  hours,  more  than  an  average  of  nine  hours  a 
day,  not  counting  Sundays.  National  and  State  laws  make  it  impos- 
sible for  most  of  them  to  do  any  profitable  work  in  mill,  mine  or  shop, 
and  many  of  them  are  forming  habits  of  idleness  and  falling  into  vice. 
Even  during  the  vacation  months  only  about  10  per  cent  have  any 
profitable  employment ;  only  about  5  per  cent  of  them  go  away  from 
their  homes  except  for  a  few  days.  Still,  they  must  live  and  be  fed 
and  clothed."     The  remedy  is  the  vacant-lot  or  back-yard  garden. 


Chapter  XIX,  Educational  Hygiene,  has  this  to  say  of  military 
training  in  the  schools:  "Military  training  in  the  schools  conceived 
as  military  drilling  is  undesirable  and  unavailing;  military  training 
conceived  as  a  comprehensive)  program  of  physical,  moral,  and  civic 
education  is  desirable  and  even  necessary,"  declares  Dr.  W.  S.  Small  in 
a  chapter  on  educational  hygiene.  Dr.  Small  points  out  that  military 
training  thus  conceived  "offers  a  possibility  of  unifying  and  ennobling 
the  now  confused  and  disjointed  activities  in  the  field  of  physical  and 
moral  discipline.  The  physical  and  moral  values  of  both  gymnastics 
and  athletics  are  well  understood,  but  both  lack  compresensive  and 
unifying  motive.  All  systems  of  gymnastics  are  individualistic.  Their 
appeal  is  to  the  desire  of  the  individual  for  physical  perfection.  Com- 
petition is  narrowly  individualistic.  Systems  of  athletics  are  mostly 
based  upon  group  competitions,  and  if  properly  managed  are  very 
valuable,  not  only  for  physical  development,  but  also  for  training  in 
the  very  fundamentals  of  social  morality.  But  the  philosophy  of  ath- 
letics is  the  philosophy  of  play,  and  the  philosophy  of  play  is  the 
philosophy  of  instinct — a  philosophy  that  is  not  comprehensive  enough 
to  serve  as  a  sole  basis  of  physical  and  moral  education.  Mili- 
tary training  rightly  conceived  includes  these  motives  and  subordinates 
them  to  the  ideal  of  patriotism." 


Alumnae 

Annual  Meeting 

The  annual  business  meeting  of  the  Alumnae  Association  was  held 
Tuesday  morning,  June  5,  at  10  :30  o'clock.  The  meeting  was  well  at- 
tended,  each  class  being  represented  except  the  class  of  1911.  The  As- 
sociation has  now  240  members. 

The  meeting  was  presided  over  by  the  President,  Estelle  Greene. 
The  minutes  of  the  previous  meeting  were  read  by  the  Secretary,  Mrs. 
Eula  Proctor  Greathouse,  and  were  approved.  The  committees  made 
their  reports,  and  all  unfinished  business  from  the  meeting  of  last  year 
was  taken  up.  The  amount  as  reported  for  the  Gymnasium  Fund  is 
$350. 

The  election  of  officers  was  held  and  resulted  as  follows: 

President,  Estelle  Greene. 

First  Vice-President,  Grace  Smith. 

Second  Vice-President  Trilby  Smith. 

Corresponding  Secretary,  Allen  Gardner. 

Secretary-Treasurer,  Eula  Proctor  Greathouse. 

Alumnae  Editor  of  Training  School  Quarterly,  Bettie  Spencer. 

ALUMNAE 

1912 

The  following  is  a  complete  list  of  the  alumnaa  attending  Commencement: 

Marguerite  Davis  Warren Greenville 

Eula  Proctor  Greathouse   Rocky  Mount 

Sadie  Exum Greenville 

Hilda  Critcher   Greenville 

Estelle  Greene   Greenville 

1913 
Eloise  Ellington  Greenville 

1914 

Corinne  Bright   Washington 

Lela  Deans  Rhodes  Wilson 

Mavis  Evans  Greenville 

Rosa  Mae  Wooton  Greenville 

Emily  Gayle   Whiteville 

Blanche  Lancaster   Battleboro 

Carrie  Manning Parmelee 

Addie  Pearson   Bailey 

Grace  Smith   Greenville 

Annie  Smaw Henderson 

Mary  Chauncey   Belhaven 

1915 

Connie  Bishop    Wilson 

Clara  Davis  Wright  Washington 


Alumnae  173 

Bettie  Spencer Washington 

Rubelle  Forbes    Greenville 

Ernestine   Forbes    Greenville 

Clara  Griffin  Macclesfield 

Sallie  Jackson    Greenville 

Ruth  Proctor Rocky  Mount 

Millie  Roebuck    Robersonville 

Christine  Johnston   Greenville 

Christine  Tyson  Greenville 

Vera  Mae  Waters  Pactolus 

1916 

Jessie   Daniel    Keysville,  Va. 

Nellie  Dunn Ahoskie 

Lela  Durham   Dallas 

Dinabel  Floyd   Fairmont 

Allen  Gardner  Warrenton 

Viola   Gaskins    Ayden 

Alice  Herring  Rocky  Mount 

Georgia  Keene  New  Bern 

Martha  Lancaster  Battleboro 

Lucile  O'Brian   Oxford 

Kathrine  Parker 

Marjorie  Pratt   Marion 

Louise  Smaw  Henderson 

Trilby  Smith .  Greenville 

Alma  Spivey   Elizabeth   City 

Lida  Taylor  Goldsboro 

Gladys  Warren  Greenville 

Eunice  Vause   Warsaw 


Lida  Taylor,  '16,  and  Lela  Newman,  '15,  had  a  most  successful  year 
in  the  Aurora  Graded  School  last  winter.  They  gave  an  operetta,  "A 
Day  in  Flowerdom,"  for  commencement.  Lida  and  Lela  say  that  they 
almost  lost  their  sweet  dispositions  while  training  the  fifty  wrigglers 
for  this,  hut  they  were  well  rewarded  for  their  trouble  on  the  final 
night.     Lela  will  teach  in  the  Durham  Graded  Schools  next  year. 


Edna  Campbell,  '11,  taught  Primary  Methods  at  the  Summer  School 
of  the  University  of  Mississippi  this  summer. 


Gelene  Ijames,  '15,  Euth  Proctor,  '15,  Edna  Stewart,  '15,  and  Kate 
Tillery,  '15,  took  special  work  at  Chapel  Hill  this  summer. 


Mary  Chauncey,  '14,  as  leader  of  the  primary  division  of  the  Teach- 
ers Association  of  the  "Warrenton  Graded  School,  wrote  a  paper  on 
Public  School  Music,  and  read  it  at  one  of  the  monthly  meetings  of  the 
Association.     She  illustrated  the  paper  by  teaching  a  model  lesson  in 


174  The  Training  School  Quarterly 

music.  This  paper  was  published  in  the  county  paper.  Mary  says 
that  Warrenton  is  a  splendid  place,  and  it  must  be  so  as  she  expects  to 
return  in  the  fall. 

Estelle  Greene,  '12,  Florence  Blow,  '12,  Inez  Pittman,  '13,  Juanita 
Dixon,  Ml,  Bettie  Pearle  Fleming,  '13,  Maude  Anderson,  '15,  Nellie 
Koebuck,  '15,  Mattie  Bright,  '14,  Bettie  Spencer,  '15,  Emma  Brown,  '15, 
Ernestine  Forbes,  '15,  Bubelle  Forbes,  '15,  were  among  the  students  of 
the  Training  School  this  summer. 


Clara  Davis  Wright,  '15,  spent  part  of  June  at  Shelby,  her  old  home, 
and  while  there  visited  other  places  of  interest  in  the  mountains. 

Elizabeth  Southerland,  '16,  attended  the  Lynch-Dnpree  wedding  in 
Greenville  in  June. 

Katie  Sawyer,  '15,  and  Leona  Cox,  '15,  attended  the  summer  session  of 
the  Cullowhee  Training  School  this  summer. 


Pearle  Davis,  '15,  and  Mabel  Davis,  '15,  attended  the  Beaufort 
County  Institute,  which  was  held  in  Washington  during  the  month  of 
June. 

Gladys  Fleming,  '14,  taught  first  and  second  grades  at  Watertown, 
Tenn.,  last  year.  During  the  winter  her  grades  gave  the  play,  "Sleep- 
ing Beauty,"  which  was  a  crowning  success.  Ten  bookcases  for  the 
school  library  were  bought  with  the  proceeds  from  the  play.  They  now 
have  $39  in  the  treasury  of  the  Womens'  Club  for  next  year. 


Annie  Smaw,  '14,  taught  the  ninth  and  tenth  grades  in  the  Franklin- 
ton  graded  school  last  winter.  She  organized  a  literary  society  in 
these  grades  which  met  every  two  weeks.  The  society  gave  a  Bryant- 
Irving-Cooper  program  in  November,  a  Christmas  program  in  Decem- 
ber, and  a  Washington  program  in  February.  The  debaters  from  this 
school  won  in  the  triangle  debate  and  went  to  Chapel  Hill.  Their 
society  also  sent  a  representative  to  the  Wake  Forest  Declamation 
contest.  The  Senior  class  gave  the  play,  "All  a  Mistake."  This  was 
to  raise  money  for  a  class  gift  to  the  school. 


Alice  Medlin,  '13,  and  Agnes  Pegram,  '14,  taught  in  the  Franklinton 
School  also  and  gave  an  entertainment  for  the  second  and  third  grades 
this  spring. 


Alumnae  175 

Christine  Johnston,  '15,  writes  from  the  Normal: 

"You  ask  what  I  am  doing.  Well,  I'm  getting  ready  for  harder  work 
next  year.  I'm  going  over  my  school  days,  but  this  time  it  is  at  the  Normal 
instead  of  on  'the  hill.'  Really  I  can  almost  imagine  myself  at  the  Training 
School,  for  the  atmosphere  of  work  is  the  same.  The  problems  of  teachers 
seem  to  be  the  same  the  world  over. 

"I  often  hear  our  school  spoken  of  by  both  girls  and  teachers,  and  it  does 
me  good  to  see  that  people  are  realizing  more  and  more  the  true  worth  of 
the  Training  School.  It  is  worth  a  trip  to  the  Normal  to  see  the  close  rela- 
tion of  the  two  schools.  I  am  particularly  interested  in  the  playground  work 
up  here  this  summer,  as  I  want  to  try  it  on  our  New  Bern  children  next 
winter. 

"Last  year  I  did  first  grade  work.  Two  other  Training  School  girls,  Willie 
Green  Day,  and  Eliza  Branch,  were  fellow-workers,  while  Miss  Mollie  Heath, 
who  taught  in  the  Model  School  one  summer,  was  the  source  of  help  in  solv- 
ing many  problems.  We  always  go  back  to  our  alma  mater  for  help  and 
are  proud  to  be  her  daughters." 

Estelle  Green,  '12,  did  not  teach  last  year,  hut  she  is  attending  Sum- 
mer School  and  expects  to  return  to  the  ranks  and  do  her  "hit"  fighting 
for  the  cause.  

Nell  Pender,  '11,  and  Margaret  Blow,  '11,  will  teach  in  Charlotte 
next  year.     Margaret  taught  there  last  year. 


Kuebelle  and  Ernestine  Forbes,  '15,  have  been  doing  substitute  work 
in  Greenville,  and  will  continue  the  same  for  the  coming  term. 


Mattie  H.  Bright,  '14,  goes  to  the  Dixie  School  in  Edgecombe  County. 
She  will  have  the  intermediate  grades. 


The  following  is  a  clipping  from  the  Greenville  Reflector: 

Memorial  Baptist  Church  was  the  scene  of  a  beautiful  wedding  Thursday 
afternoon,  June  7,  at  4:30  o'clock,  when  Miss  Mary  Lucy  Dupree  be- 
came the  bride  of  Mr.  John  P.  Lynch  of  Duke.  The  church  was  tastefully 
decorated  for  the  occasion.  The  choir  loft  and  rostrum  were  covered  with 
white  and  banked  with  ferns  and  palms.  Sweet  peas  were  used  in  profusion, 
and  the  soft  light  from  the  many  tapers  added  beauty  to  the  scene. 

Mrs.  Lina  Baker  furnished  the  wedding  muisc  and  played  several  selections 
while  the  guests  were  assembling.  She  played  Tannhauser's  march  as  the 
bridal  party  entered  and  changed  into  Lohengrin's  "Here  Comes  the  Bride" 
as  the  bride  appeared.  Schubert's  Serenade  was  softly  played  during  the 
ceremony  and  Mendelssohn's  Wedding  March  was  used  as  a  recessional. 
Just  before  the  ceremony  Miss  Inez  Pittman  sweetly  sang  "At  Dawning." 

[Here  followed  a  description  of  the  wedding.  Bettie  Pearl  Fleming,  '13,  was 
one  of  the  bridesmaids.] 

Immediately  after  the  ceremony  Mr.  and  Mrs.  Lynch  left  on  the  Coast 
Line  for  a  bridal  tour,  after  which  they  will  be  at  home  in  Duke.    The  bride 


176  The  Training  Schooi.  Quarterly 

is  the  only  daughter  of  Mrs.  R.  Hyman.  She  is  attractive  and  popular  among 
a  wide  circle  of  friends.  The  groom  holds  a  responsible  position  in  Duke. 
He  has  visited  here  several  times  and  has  won  a  host  of  friends. 


Millie  Roebuck,  '15,  is  spending  most  of  her  vacation  in  Hayne,  Ark. 
She  is  visiting  her  brother  and  uncle.  She  writes  interesting  letters  of 
the  trip  across  the  mountains,  the  stop  in  Memphis,  crossing  the  Missis- 
sippi River  and  the  section  in  which  she  is  staying.  She  hopes  to 
attend  an  institute  while  in  Arkansas  and  says  she  hopes  to  show  those 
people  something  about  what  our  schools  are  doing,  too.  She  stayed 
at  the  Training  School  for  the  first  two  weeks  of  the  summer  term. 


School  Notes 

Celebration  July  2  marked  the  ninth  anniversary  of  the  break- 

of  "Founders      ing  of  ground  for  the  first  building  of   the  Training 

y  School.     Each  year  some  special  feature  calls  attention 

to  the  date.  This  year  President  Wright  delivered  an  address  to  the 
school  which  carried  the  minds  of  the  audience  out  from  this  actual 
spot  into  the  great  world  events  of  today  and  finally  brought  them  back 
home,  but  with  vision  broadened  so  that  they  could  see  the  place  of  this 
school  and  the  teachers  of  North  Carolina  in  the  world  of  the  future. 

Mr.  Wilson  exhibited  the  shovel  used  in  breaking  the  ground  nine 
years  ago  and  showed  the  picture  taken  of  those  who  took  part  in  that 
interesting  ceremony.  He  referred  to  the  beginning  of  the  school  and 
to  those  who  saw  the  vision  of  the  school,  fixed  it  in  mind  and  gave 
themselves  to  it.  He  said  that  he  would  not  dwell  upon  the  actual 
history  of  the  school  nor  its  wonderful  growth,  except  to  say  that  when 
these  buildings  were  placed  here  the  builders  believed  they  had  built 
for  ten  years  at  least,  and  more  room  was  needed  after  the  second  year. 

"No  other  man  in  North  Carolina  has  so  clear  a  vision  of  the  rural 
school  as  President  Wright  has,  and  no  other  man  is  better  equipped 
for  his  place  as  leader,"  said  Director  Wilson  in  introducing  President 
Wright.  The  address  proved  that  he  had  a  vision  of  the  world-wide 
importance  of  the  school-teacher.  It  is  published  in  full  in  this  num- 
ber of  the  Quarterly. 


Dr.  Henry  A.  West,  the  new  president  of  the  Mary- 
A  Visitor 


1 '''    Ut-r  land   State   Normal    School,   which   has   recently  been 


rebuilt  and  enlarged,  was  a  visitor  in  the  home  of 
President  Wright  during  the  month  of  July.  He  and  President  Wright 
have  been  intimately  associated  in  school  work  in  Baltimore.  Dr.  West 
has  for  some  time  been  professor  of  Secondary  Education  in  the  Uni- 
versity of  Cincinnati. 

The  faculty  and  students  were  fortunate  in  having  the  opportunity 
of  meeting  him  and  hearing  him  talk.  He  is  a  man  of  magnetism  and 
force.  In  his  talk  he  won  his  audience  at  first  by  indulging  in  pleas- 
antries and  personalities,  but  after  he  had  won  them  he  turned  swiftly 
and  surely  to  the  message  he  had  for  them.  He  talked  on  the  move- 
ment to  eliminate  all  things  not  useful,  stressing  the  interpretation  of 
the  word  useful.  The  word  should  have  liberal  significance,  and  what- 
ever has  demonstrable  good  should  be  considered  useful,  he  believes. 
Music,  art,  flowers  to  him  are  useful  in  this  broader  meaning  of  the 
word. 

He  commented  on  the  fact  that  he  noticed  soldiers  guarding  bridges 
as  he  came  down.     The  schools  should  follow  the  example  of  the  sol- 


178  The  Training  School  Quarterly 

diers  in  service :  they  leave  behind  all  the  baggage  they  do  not  actually 
need.  He  said  that  the  schools  should  ask  tbe  question,  "What  tradi- 
tional subjects  do  not  operate?  "What  should  be  left  out?"  These 
should  not  be  influenced  by  personal  liking,  age  and  traditions,  or  by 
anything  except  by  the  idea  of  usefulness  in  the  broader  sense. 

He  stressed  the  importance  now  of  teaching  things  in  connection  with 
events.  He  told  of  observing  a  class  in  Caesar  which  was  studying  the 
campaigns  of  Caesar  that  were  exactly  in  the  spot  where  the  line  of 
battle  now  is,  and  there  had  been  absolutely  no  connecting  of  the  two. 
The  "Machinis  bellis"  had  not  been  compared  to  the  machines  of  war 
now.  He  urged  the  students  to  connect  present  situations  with  what- 
ever they  teach. 

He  suggested  that  teachers  think  of  themselves  as  sentries  watching 
bridges.  "Have  all  the  equipment  necessary  professionally,  and  have 
nothing  that  will  take  your  minds  from  the  work  you  are  doing." 


D  Dr.  E.  H.  Broughton,  president  of  the  Baraca  and 

Baraca-  °  '   l 

Philathea  Pbilatbea    Sunday   School   classes  of  North   Carolina, 

'SUO!  visited  the  school  on  the  morning  of  July  3,  and  talked 

to  the  students.  It  was  especially  interesting  to  hear  a  serious  religious 
talk  from  a  man  who  was  neither  a  preacher  nor  a  teacher.  His  topic 
was,  "The  life  that  wins  is  the  life  that  puts  I  into  action."  He  read 
the  story  of  the  blind  man  whose  vision  was  restored  by  Christ,  stressing 
the  point  that  the  man  with  one  of  his  faculties  closed  did  not  refuse 
to  allow  Christ  to  operate  on  him.  Although  we  have  no  interest  in 
the  egotist,  the  speaker  said,  we  have  no  interest  in  the  man  who  does 
not  think  well  of  himself  and  who  does  not  put  himself  into  whatever 
he  does. 

Mr.  W.  Tom  Bost,  one  of  the  best  known  newspaper  men  in  the  State, 
delivered  an  address  at  the  school  one  evening  in  June.  It  was  an 
earnest,  sincere  appeal  to  the  students  to  live  up  to  the  highest  and 
best  in  themselves. 

Dr.  E.  "W.  Knight  made  a  talk  to  the  students  at  the  morning  Assem- 
bly the  last  morning  he  was  here.  He  gave  them  some  excellent  points 
to  think  about  and  to  put  into  practice  as  they  go  about  their  work 
nsxt  year. 

Mrs.  Hollowell  was  the  first  visitor  to  the  summer  school.  She 
dropped  in  On  us  the  second  morning  and  made  an  excellent  talk  on 
the  importance  of  fire  prevention  and  ways  and  means  of  decreasing 
the  fires  in  this  State. 


School  Notes  179 

„      .  „  The  whole   attention   in   the   Department  of   Home 

servation  Economies  this  summer  has  been  centered  on  the  con- 

servation  of  food,  methods  of  drying  vegetables  and 
fruits,  putting  up  vegetables  and  fruits.  The  course  sent  out  in  outline 
by  Mr.  Hoover,  food  commissioner,  will  be  given.  The  new  method  of 
preserving  vegetables  by  fermentation  is  being  tried  out.  The  students 
were  taught  to  can  chicken  because  it  is  just  as  nice  for  salads  and 
creamed  chicken  as  the  fresh  chicken,  and  the  chicken  food  is  saved. 
How  to  preserve  eggs  in  water-glass  is  one  of  the  things  learned,  and 
how  to  pack  butter.  Convenient  drying  pans  of  wire-netting  have  been 
designed  and  made  at  the  school. 


Mrs.  Beckwith  entertained  the  faculty  and  officers  of  the  school  on 
the  evening  of  June  7.  Rook  was  the  order  of  the  evening.  A  guess- 
ing contest  caused  a  great  deal  of  fun,  as  the  guesses  had  to  be  made 
in  rhvme. 


On   Saturday  evening,   June  23,   the  students   were 
Evening 


'  ooal  given  a  delightful  time  socially.     A  faculty  committee 


planned  a  series  of  amusements,  and  groups  of  students, 
with  a  guide,  passed  from  one  to  another.  In  some  places  were  con- 
tests, in  others,  story-telling  and  singing,  and  other  things.  Perhaps 
the  most  popular  feature  of  the  evening  was  a  hypnotic  stunt  by  Miss 
McPhaii. 

The  Chautauqua  continued  through  the  second  week  of  the  summer 
school.     The  students  attended  well  and  enjoyed  it  greatly. 


The  members  of  the  faculty  who  are  not  on  the  campus  this  summer 
send  in  reports  of  pleasant  vacations. 

Miss  Graham  is  at  the  University  of  Chicago. 

Miss  Davis  is  spending  the  summer  in  Montana.  She  will  visit  the 
State  University. 

Misses  Ray  and  Whiteside  are  at  Peabody  College  for  Teachers. 

Miss  Hill  is  in  Florida. 

Miss  Muffly  is  spending  the  summer  in  her  cottage  at  La  Porte,  Pa. 

Miss  Fahnestock  is  at  her  home  in  Harrisburg,  Pa. 

Miss  Jones,  President  Wright's  private  secretary,  is  taking  a  vaca- 
tion this  summer.  Miss  Blanche  Cromartie  is  taking  her  place  during 
her  absence. 

The  Young  Women's  Christian  Association  has  been  continued  during 
the  summer.     It  has  been  under  the  leadership  of  Miss  Bernie  Allen, 


180  The  Training  School  Quarterly 

a  member  of  next  year's  Senior  Class.  President  Wright  led  the 
services  on  the  first  Sunday  evening.  He  made  a  strong  talk  on  the 
divine  in  each  human  being.  Some  man  from  the  faculty  has  led  the 
services  each  evening.  These  talks  have  been  inspiring  and  helpful 
to  the  students. 

Dr  Ro  d  ^r'  Howard  Rondthaler,  president  of  Salem  College, 

thaler  a  early  in  the  summer  when  in  Greenville  as  the  guest  of 

the  Salem  Alumnae  Association  of  Greenville  and  Pitt 
County,  visited  the  Training  School  and  made  an  address  to  the  stu- 
dents at  the  morning  assembly  hour.  His  magnetic  personality  made 
a  deep  impression  on  the  students.  He  gave  three  reasons  why  he  was 
especially  interested  in  the  Training  School,  two  of  them  personal  and 
one  professional.  The  professional  reason  was  that  he  had  read  the 
catalogue  of  the  school  and  had  found  the  school  was  absolutely  true 
to  its  catalogue,  it  was  a  school  doing  one  specific  thing,  and  claiming 
to  do  no  other;  that  means  strict  honesty  of  purpose  and  fulfillment. 
One  of  the  personal  reasons  was  that  he  had  met  students  from  this 
school  at  the  Y.  W.  C.  A.  Conference  at  Blue  Ridge  and  had  been 
impressed  with  the  representation  from  the  school.  The  other  personal 
reason  was  that  he  had  known  the  president  of  the  school  for  years. 
After  these  opening  personal  remarks,  Dr.  Rondthaler  passed  swiftly 
on  to  some  of  the  interesting  things  of  the  day  and  stressed  the  idea 
that  the  schools  must  hold  fast  to  what  is  good. 

Dr.  Rondthaler  comes  from  a  school  that  has  seen  every  war  the 
nation  has  had.  Salem  was  established  in  1772.  He  said  that  he 
slipped  out  one  night  and  tried  to  listen  for  the  spirit  of  the  place  that 
had  known  seven  times  national  war.  "War,"  he  said,  "is  abnormal. 
There  are  people  who  can  look  beyond  and  have  faith  to  believe  that 
out  of  war  will  come  a  greater  peace."  He  asked  the  question,  What 
are  we  to  do?  After  all,  he  thinks,  the  thing  for  each  one  to  do  is  to 
do  better  the  thing  he  has  been  doing.  This  is  a  high  type  of  patriot- 
ism. This  school  he  praised  because  it  is  absolutely  true  to  its  dis- 
tinctive task;  others  have  become  blurred  and  confused.  "The  whole 
knowing  State  admire  this  institution  for  its  fidelity  to  its  task." 


The  Junior  Class  (Class  of  '18)  has  sent  a  box  of 

Red  Cross  garments  to  the  Red  Cross  Society.     The  box  contained 

Work  &  -iii 

48  pajamas,  24  hospital  shirts,  24  bath  robes,  60  pairs 

socks,  and  24  pairs  slippers.     The  box  cost  $80.     For  this  the  class 

taxed  themselves  to  the  extent  of  $50.     The  Class  of  '19  generously 

helped  by  contributing  the  money  for  the  slippers,  which  cost  $6.     At 

Commencement  they  had  not  secured  the  money  for  the  socks.     The 


School  Notes  181 

Class  of  '16  gave  $4.50  for  these,  and  that  went  a  long  ways  towards 
getting  them.  Members  of  the  faculty  as  individuals  gave  the  money 
for  most  of  the  robes. 

In  the  sewing  the  class  has  many,  many  friends  to  thank.  Those  of 
the  class  who  could  sew  well  stood  faithfully  by  the  task  until  Com- 
mencement. As  the  work  was  not  started  until  the  second  week  in 
May  there  was  not  very  much  time.  The  Senior  sewing-bee  started 
the  work,  and  from  then  the  Red  Cross  sewing  has  been  going  on. 

The  members  of  the  class  who  remained  during  the  summer  com- 
pleted the  pajamas  and  corrected  garments,  and  helped  direct  the  mak- 
ing of  the  robes.  The  summer  students  have  had  several  sewing-bees, 
making  many  of  the  robes.  Some  members  of  the  faculty  and  officers 
have  been  very  kind.  Mrs.  Austin  has  given  generous  aid,  and  Mr. 
Wilson's  mother,  and  his  mother-in-law,  Mrs.  Mangum,  have  been  veri- 
table button-hole  factories. 

The  work  has  been  an  inspiration  to  many,  and  a  number  of  girls 
who  caught  the  fever  here  are  working  in  the  Red  Cross  work  at  home. 

Sixteen  women  of  the  faculty  sent  a  box  of  bandages  in  the  late 
spring.  They  met  one  evening  a  week  for  some  time  and  rolled  ban- 
dages.   

„      .  May    14    was    Junior-Senior    Day    at   the   Training 

and  Patriotic  School.  In  the  afternoon  from  4  to  6  o'clock  the  Jun- 
y  iors,  Seniors,  teachers,  and  officers  of  the  school  sewed, 

making  garments  for  a  box  for  the  Red  Cross  Society.  This  was  the 
first  part  of  the  entertainment  which  the  Juniors  gave  in  honor  of  the 
Seniors.  In  the  evening  from  8  to  10:30,  a  patriotic  party  was  the 
second  part.  The  afternoon  was  for  work  and  the  evening,  reward  for 
work  done. 

The  annual  reception  given  to  the  Seniors  by  the  Juniors  is  one  of 
the  chief  social  events  of  the  year.  This  year  the  Juniors  felt  that  it 
was  not  in  keeping  with  the  spirit  of  the  times  to  devote  all  the  time 
and  money  to  the  social  side.  They  decided  to  have  simple  refresh- 
ments and  inexpensive  decorations  and  put  most  of  the  money  on  sup- 
plies for  the  Red  Cross,  and  have  the  Seniors  and  faculty  assist  them 
in  preparing  the  box. 

Some  of  the  merchants  were  kind  to  them,  letting  them  have  material 
at  low  prices.  Members  of  the  faculty  kindly  helped  them  to  plan  the 
work  and  get  it  ready  so  that  the  work  during  the  sewing-bee  would 
count  for  a  great  deal.  This  part  of  the  work  would  have  been  impos- 
sible without  the  direction  and  assistance  of  Miss  Armstrong,  teacher 
of  Home  Economics.  Seventy-two  garments  were  cut  ready  for  the 
machine  or  for  hand-sewing. 

As  the  guests  arrived  there  was  no  time  lost.  Each  one  drew  for  a 
working  place.     At  each  place  was  a  Junior  who  had  work  ready  at  her 


182  The  Training  School  Quarterly 

machine,  and  a  few  minutes  after  the  guests  arrived  there  were  twenty- 
three  groups  of  six  each,  all  busily  sewing. 

There  were  instructors,  girls  keeping  supplies  and  materials  straight, 
and  others  who  were  ready  to  act  as  aids,  attaching  themselves  to  any 
group  that  needed  assistance.  The  work  was  carefully  organized,  so 
that  everybody  had  something  to  do. 

Two  rooms  and  the  corridors  on  the  first  floor  of  the  Administration 
building  were  used*  These  were  decorated  with  flags,  class  pennants, 
and  flowers.  In  the  center  of  each  table  was  a  vase  of  red,  white  and 
blue  flowers,  corn  flowers,  poppies,  and  white  roses.  The  corn  flower  is 
the  Senior  flower.  The  Juniors  wore  white  middy  suits.  Every  one 
present  had  a  red  cross  pinned  on  the  arm.  The  groups  of  workers 
made  a  charming  picture. 

At  the  end  of  the  first  hour's  work  recess  was  announced.  All  dropped 
work  while  iced  tea  was  served.  During  the  intermission  toasts  were 
proposed  to  President  Wilson,  to  our  soldier  boys,  and  to  the  Red  Cross 
Society;  for  the  navy  Miss  Lula  Ballance  sang  "Heave-Ho,  My  Lads," 
and  the  Juniors  joined  in  the  chorus. 

When  the  6  o'clock  whistle  blew  many  seemed  to  hate  to  leave  their 
work  and  lingered  on.  Later  smaller  groups  met  and  continued  until 
all  of  the  garments  are  completed. 

PATRIOTIC    RALLY    PARTY 

At  8  o'clock  the  crowd  reassembled  on  the  third  floor.  This  time 
all  were  in  light  dresses  ready  for  a  good  time  socially.  Girls  dressed 
as  nurses  met  the  guests  at  the  head  of  the  steps,  and  led  them  to  the 
receiving  line.  Here  the  class  adviser,  Miss  Jenkins,  introduced  them 
to  the  line,  Miss  Thelma  White,  president  of  the  Junior  Class,  Presi- 
dent Wright,  Mrs.  Beckwith,  the  lady  principal,  and  Mr.  Meadows, 
the  Senior  Class  adviser. 

Girls  dressed  in  Boy  Scout  suits  then  took  charge  of  the  guests  and 
led  them  to  either  the  army  or  navy  recruiting  tent  where  they  enlisted, 
each  one  signing  her  name  by  a  number.  Somewhere  there  was  a  lucky 
number  that  meant  a  prize.  The  Seniors  were  conscripted  and  had  to 
sign  their  names  in  a  booklet.  After  the  enlisting  the  guests  were  led 
across  the  hall  and  given  seats.  Uncle  Sam  and  a  drummer  boy  led 
in  a  procession  of  girls  in  costumes  representing  the  Army,  Wavy,  the 
Red  Cross,  France,  John  Bull,  Belgium,  Russia,  Italy,  and  the  figures 
of  Justice,  Democracy,  Liberty,  Humanity,  etc.  Juniors  not  in  cos- 
tume were  grouped  near  the  piano,  and  as  those  in  costume  marched 
around  the  room  all  sang  patriotic  songs.  A  Red  Cross  poem  was  read 
by  Miss  Luna  Lassiter,  and  a  Senior,  Miss  Ophelia  O'Brian,  responded 
by  reading  a  poem. 

The  most  interesting  feature  of  the  latter  part  of  the  evening  was 
the  distribution  of  the  favors.     The  Seniors  were  asked  to  gather  in  a 


School  Notes  183 

group.  Instead  of  calling  the  name  of  the  Senior  for  whom  one  of 
the  mysterious  boxes  was  intended,  the  president  of  the  Junior  Class 
gave  some  bit  of  fun  characterizing  the  Senior  and  made  them  guess 
who  it  was.     The  favors  were  thimbles. 

The  book  which  contained  the  names  of  the  Seniors  was  presented 
to  the  Senior  Class  adviser  by  President  Wright.  He  also  presented 
the  lucky-number  prize  to  the  winner,  Miss  Vennelle  Worthington. 

The  last  thing  of  the  evening  was  a  grand  march  in  German  style. 


The  students  of  the  Latin  Department  of  the  Train- 
p?tln  ing  School,  under  the  direction  of  Miss  Waitt,  teacher 

of  Latin,  gave  an  exceedingly  interesting  Latin  play  on 
Monday  evening,  May  21.  The  play,  "A  Roman  Wedding,"  by  Susan 
Payon,  was  arranged  for  four  scenes — the  introduction  which  gave  a 
scene  in  Cicero's  home,  the  Sponsalia,  or  the  betrothal,  the  Nuptials,  or 
the  wedding  ceremony,  and  the  deduction,  or  the  procession  to  the 
groom's  house.  It  made  the  marriage  customs  of  the  Romans  very 
clear  and  vivid  to  the  audience.  The  lines  were  in  Latin,  and  even 
though  some  could  not  follow  the  lines  all  could  follow  the  events  from 
the  action  and  the  expression. 


...        .  Hon.  James  H.  Pou  delivered  a  great  war  address 

Address  by  ° 

Hon.  James  on  the  evening  of  July  16.     This  was  Red  Cross  even- 

•      u  ing  at  the  Training  School.     Miss  Pattie  Wooten,  pres- 

ident of  the  Greenville  Chapter  of  the  Red  Cross,  and  Mrs.  Ficklen,. 
secretary,  and  Mr.  Austin,  representative  of  the  Pitt  County  Chapter, 
were  on  the  rostrum.  Director  Wilson  introduced  the  speaker.  At 
the  close  of  the  evening  Mr.  Austin  presented  the  cause  of  the  Red 
Cross  to  the  audience  urging  those  who  had  not  joined  to  join  on  that 
evening. 

Mr.  Pou  gave  a  comprehensive  review  of  the  history  of  Germany 
during  the  last  century,  tracing  tendencies  and  traits  of  the  people,  and 
showing  how  the  present  situation  is  a  logical  result  of  the  series  of 
events  that  have  carried  her  farther  and  farther  away  from  liberty^ 
He  drew  a  fine  contrast  between  the  French  and  the  German  people, 
proving  that  the  growth  and  development  of  liberty  in  the  one  had  a 
spiritual  blossoming,  and  the  crushing  of  liberty  in  the  other  had 
reached  its  climax  in  a  mighty  materialism.  The  address  was  rich  in 
historical  matter,  in  a  logical  development  of  causes  and  effects,  and 
was  excellent  in  its  interpretation  of  national  character  and  reactions. 

A  full  report  of  the  address  will  probably  appear  in  the  next  issue  of 
the  Quarterly.     It  was  too  late  for  it  to  be  published  in  full  in  this 
issue. 
5 


184  The  Training  School  Quarterly 

Work  on  the  Model  School  will  begin  at  once,  so  as 

Addition1*001      to  have  h  ready  for  the  0Pening  in  tne  fal1-     Plans 
have  been  accepted  and  contracts  let.     A  full  story  will 

be  added. 


Mr.  W.  C.  Crosby,  the  Executive  Secretary  of  Community  Work, 
spoke  on  the  evening  of  July  9,  and  again  at  assembly  hour  the  next 
morning.  He  delighted  the  students  with  stories  that  were  rich,  rare, 
and  racy.  Each  story,  however,  had  a  point  that  flashed  on  some  prob- 
lem in  community  service.  Sometimes  the  story  was  sufficient  to  stand 
without  application,  and  again  it  was  aptly  applied. 


Hon.  A.  D.  Ward  of  New  Bern,  one  of  the  most  prominent  lawyers 
in  eastern  North  Carolina  made  a  talk  to  the  students  of  the  Training 
School  on  the  evening  of  July  22.  Director  Wilson,  in  his  introduc- 
tion, said  he  wished  the  students  to  get  the  point  of  view  of  a  man  who 
had  been  a  teacher,  a  farmer,  and  a  lawyer — a  three-fold  view  from 
such  a  man  would  have  valuable  suggestions  and  observations.  Mr. 
Ward's  talk  was  practical,  informal,  and  was  evidently  from  a  rich 
life  experience. 


The  Summer  Term 
Faculty 

The  members  of  the  regular  faculty  that  remained  for  the  summer 
term  are:  Mr.  C.  W.  Wilson,  who  is  Director  of  the  Summer  Term; 
Messrs.  Austin,  Meadows,  and  Underwood;  Misses  Comfort,  Lewis, 
Armstrong,  Jenkins,  Maupin,  Herman,  Sherman,  McFadyen,  and  Mor- 
ris. Following  is  the  list  of  the  teachers  from  other  places  who  are 
members  of  the  summer  faculty : 

W.  R.  Mills,  superintendent  of  the  Louisburg  Graded  Schools,  has 
pedagogy.     He  was  a  member  of  the  faculty  last  summer. 

Mr.  Hunter,  who  teaches  History  in  the  Atlanta  School  of  Tech- 
nology, is  teaching  History  here.  He  is  a  native  of  Sampson  County 
and  a  graduate  of  Trinity  College.  His  first  teaching  was  in  this 
State. 

Dr.  E.  W.  Knight,  the  newly  elected  superintendent  of  Wake  County, 
who  was  until  recently  professor  of  Education  at  Trinity  College,  taught 
History  during  the  first  month  of  the  summer  term. 

Mr.  Long,  superintendent  of  Northampton  County,  is  teaching  His- 
tory the  second  month  of  the  term. 

Mr.  Hoy  Taylor,  superintendent  of  Greenville  Public  Schools,  is 
teaching  Mathematics. 

Miss  Eva  Manor  has  charge  of  Public  School  Music.  She  is  super- 
visor of  Public  School  Music  in  the  Durham  City  Schools. 

Miss  Fannie  McPhail  has  charge  of  Primary  Methods.  She  is  super- 
visor of  Consolidated  Schools  in  Stevens  County,  Oklahoma.  She  has 
been  specializing  in  Primary  Education  at  Peabody  College  for  Teach- 
ers during  the  past  year. 

Miss  Maude  Rogers  has  the  special  sixth  and  seventh  grades  at  the 
Model  School.  Miss  Rogers  does  special  grade  work  in  the  Durham 
Schools.     She  was  in  the  Model  School  faculty  last  summer. 

Miss  Nan  Lacy,  who  is  a  regular  teacher  in  the  Raleigh  schools,  has 
the  second  grade  in  the  Model  School.  Miss  Morris,  who  usually  has 
the  second  grade,  is  teaching  the  third  grade  during  the  summer. 


». 


Students 


Up  to  the  9th  of  July,  334  students  registered  for  the  summer  term. 
These  are  from  43  counties.     They  teach  in  48  counties. 

Teachers  of  one-teacher  schools   58 

Primary  teachers   60 

Teachers  of  Intermediate  grades   25 

Principals    8 

Teachers  in  private  schools  2 

High  School  teachers   1 


186  The  Training  School  Quarterly 

The  remainder  have  not  taught,  hut  most  of  them  are  planning  to 
teach  this  fall. 

Number  who  have  attended  the  Training  School  before,  102. 
Number  of  High  School  graduates,  101. 

Three  young  women  who  were  members  of  the  Senior  Class,  hut  who 
had  not  taken  the  complete  work,  returned  this  summer  and  expect  to 
get  their  diplomas  at  the  close  of  the  summer  term.     These  are : 

Elizabeth  Baker Fairmont,  Robeson  County 

Eunice  Hoover  Old  Trap,  Union  County 

Eula  Pappindick Elizabeth  City,  Pasquotank  County 

The  following  students  expect  to  complete  the  three  terms  of  the  one- 
year  professional  course  and  will  get  the  certificate  from  the  school : 

Ruth  Austin  Delia  Smith 

Bessie  Barnhill  Mrs.  Florence  Thorne 

Almira  Godfrey  Alma  Vickers 

Alia  Mae  Jordan  Mary  Willey 

The  following  is  the  roll  by  counties : 
Beaufort: 

Ayre,  Lee  Belhaven 

Bennett,  Sallie    Edward 

Best,  Carrie   Edward 

Bishop,  Phrocine   Belhaven 

Bonner,  Gaynelle Bonnerton 

Bright,  Mattie  H Washington 

Brown,    Mabel    Pinetown 

Carawan,    Lizzie    Belhaven 

Carter,  Estelle   Pungo 

Clark,  Anna  B Washington 

Collins,  Velma   Belhaven 

Credle,   Leathia    Belhaven 

Cutler,  Olive    Washington 

Edwards,  Amanda   Blount's  Creek 

Elsworth,  Mary  Lillian Washington 

Ferrell,  Beatrice  Edward 

Gaskins,  Louise   Aurora 

Giles,   Brownie    Washington 

Gradeless,  Viola  Belhaven 

Gurganus,  Eva   Belhaven 

Hardy,  May  Aurora 

Harris,  Mary  Emma  Royal 

Hodges,  Annie  L Washington 

Price,  Fannie   Aurora 

Sawyer,  Ruth   Belhaven 

Spencer,  Bettie   Washington 

Swanner,  Ava  Belle  Washington 

Ward,    Clara    Washington 

Warren,  Lily  Mae   Chocowinity 


Summer  Teem  187 

Beaufort — Continued : 

Whitley,  Goldie Surry 

Williams,  Delia  Washington 

Winfield,  Mattie   Pantego 

Woolard,  Mrs.  S.  A Washington 

Bertie: 

Bazemore,  Eva   Lewiston 

Plythe,  Jessie   Roxobel 

Joyner,  Dayloe  Aulander 

Keeter,  Fannie   Avoca 

Lawrence,  Sophia   Avoca 

Miller,  Hallie   Colerain 

Phelps,  Ferol  E Windsor 

Vaughan,  Sallie    Ahoskie 

White,  Janie  C Aulander 

Bladen: 

Caine,   Ora   Lee    White  Oak 

Edge,  Plana    White   Oak 

McDuffie,  Lula   Ruskin 

Melvin,  Ruby    Elizabethtown 

Vickers,  Alma    Ruskin 

Brunswick: 

Price,  Esther  Southport 

Tharp,  Susie  Town  Creek 

Camden: 

Mitchell,  Bettie Old  Trap 

Pugh,  Janie  Old  Trap 

Tillitt,  Arc Belcross 

Carteret: 

Bell,  Blanche   Morehead  City 

Hardesty,   Maybelle    Harlowe 

Stewart,  Maude   Gloucester 

Chowan: 

Boyce,  Beulah  Tyner 

Foxwell,  Mary  A Edenton 

Morris,  Ada Edenton 

Columbus: 

Nance,  Lelabelle Evergreen 

Wells,  Elizabeth   Acme 

Craven: 

Arthur,  Amy  Askin 

Bonner,  Celia    Askin 

Bonner,  Ella  W Askin 

West,  Etta  Dover 

Cumberland: 

Grumpier,  Hosic   Stedman 

Geddie,  Hettie  V Fayetteville 

Monroe,  Alice   Manchester 

Currituck: 

Austin,  Ruth  Corolla 

Lewark,    Odessa    Seagull 

Gregory,  Maude  A Jarvisburg 


188  The  Training  School  Quarterly 

Dare: 

Creef ,  Mary East  Lake 

Midyette,   Evy    Manteo 

Miller,  Nannie   Buxton 

Sanderlin,  Jessie East  Lake 

Twiford,  Florence Sycamore 

Twif ord,  Gercia   Sycamore 

Duplin: 

Clifton,   Ethel    Faison 

Carr,  Ollie  Mae Teachey 

Dixon,  Myrtle Rose  Hill 

Goodson,  Alvie  Mount  Olive 

Jones,  Martha   Catherine   Lake 

Marshburn,  Addie Wallace 

Outlaw,  Stella   Seven   Springs 

Perrett,  Mary    Faison 

Sandlin,  Jennie Beulaville 

Simmons,   Dearie    Seven   Springs 

Smith,  Johnnie   Albertson 

Whitfield,  Blanche Mount  Olive 

Whitfield,  Mabel  Mount  Olive 

Edgecombe: 

Crisp,  Cinnie   Pinetops 

Moses,  Ellen    Tarboro 

Powell,  Kate   Rocky  Mount 

Taylor,  Enid Bethel 

Thorne,   Mrs Pinetops 

Whichard,  Minnie   Butue 

Franklin: 

House,  Nannie    Spring   Hope 

Harper,  Lillian    Castalia 

Lamm,  Pattie   Mapleville 

Perry,  Florence Franklinton 

Sledge,  Clara  Louisburg 

Tharrington,  Emma   Louisburg 

Gates : 

Hobbs,  Abbie    Belvidere 

Hollowell,   Carrie    Hobbsville 

Rountree,  Ellie Hobbsville 

Russell,  Sibyl  Hobbsville 

Greene: 

Brooks,  Mayme Snow  Hill 

Sugg,  Callie  Kinston 

Taylor,  Mary   Snow  Hill 

Halifax : 

Britt,   Urma    Enfield 

Boyce,   Elizabeth    Littleton 

Currie,  Bessie  Enfield 

Lowe,  Ruby  Scotland  Neck 

Myrick,  Annie  Littleton 

Vick,  Mary    Enfield 

Willey,  Mary  Enfield 

Williams,  Sallie  J Airlie 


Summer  Term  189 

Harnett: 

Godwin,  Meta Dunn 

Hertford: 

Cobb,  Julia  B Ahoskie 

Sumner,  Estelle   Aulander 

Sumner,  Ethel   Aulander 

Watford,  Eva  Winton 

Hyde: 

Bragg,  Kathleen  Ocracoke 

Cox,  Blanche  B Middletown 

Lavender,  Helen  Lake  Landing 

Mann,  Edna Edna 

Murray,  Blanche  Lake  Landing 

Williams,  Pink   Scranton 

Williams,  Ruby  Swan  Quarter 

Williams,  Viola Swan  Quarter 

Johnston: 

Bailey,    Annie    Selma 

Creech,  Maggie Benson 

Etheridge,   Ida   Kenly 

Godwin,  Lerma    Benson 

Godwin,  Bessie    Benson 

Johnson,   Cora    Benson 

Moore,  Cecil   Pair  Oaks 

Pope,  Pearl   Kenly 

Sanders,  Sallie   Pour  Oaks 

Turlington,  Callie   Benson 

Jones: 

Hurst,  Minnie    Maysville 

Mattox,  Beatrice   Maysville 

Lee: 

Jarrell,    Edna    Jonesboro 

Thomas,   Katie    Jonesboro 

Lenoir: 

Carr,  Ina  Mae  Kinston 

Cauley,  Mary  Kinston 

Croom,  Rebecca   Kinston 

Kennedy,  Jessie La  Grange 

Russell,  Bessie  Lee La  Grange 

Sugg,  Glenn  Kinston 

Martin : 

Ange,  Eva  Gladys  Jamesville 

Davenport,  Maggie  Hamilton 

Hough,  Nina   Everett's 

Hines,  Irma Hamilton 

Holliday,  Ruth  Jamesville 

Roberson,  Annie    Parmele 

Robertson,  Mary   Hamilton 

Rogers,  Olivia    Hamilton 

Teel,  Ray  Everett's 


190  The  Training  School  Quarterly 

Nash: 

Alford,  Eleanor Middlesex 

Boone,  Eugenia   Castalia 

Daniel,  Sarah   Middlesex 

Lancaster,  Maude    Castalia 

Lewis,  Leigh   Middlesex 

Luper,    Maggie    Sharpsburg 

Morgan,  Essie   Middlesex 

White,  Ollie Middlesex 

New  Hanover: 

Brown,  Vila  Lee  Wilmington 

Northampton: 

Brown,  Emma  J Rich  Square 

Britton,  Mary  L Seaboard 

Britton,    Elizabeth    Conway 

Elliott,  Lucy    Rich   Square 

Johnson,  Mildred    Woodward 

Nelson,  Mary Rich  Square 

Parker,   Audrey    Seaboard 

Onslow: 

Basden,  ^va Richlands 

Beasley,   Eva    Snead's   Ferry 

Dixon,  Ethel  Verona 

Edens,  Pearl Holly  Ridge 

Everett,  Millie Holly  Ridge 

Hewitt,  Lillie   Catherine  Lake 

Pamlico: 

Bennette,    Cassie    Arapahoe 

Brinson,   Minnie    Arapahoe 

Brinson,  Maude   Arapahoe 

Cutler,  Mamie Alliance 

Dawson,  Joella  Bayboro 

James,    Lillie    Merritt 

Miller,  Belle  Maribel 

Ensley,  Beatrice Arapahoe 

Pasquotank: 

Ives,  Sarah   Okesko 

Lister,    Maude    Elizabeth    City 

Pappindick,  Eula   Elizabeth  City 

Pender : 

Fisher,   Berta   Maple   Hill 

Johnson,  Annie  Willard 

King,  Eva  Sloop  Point 

Sidbury,  Edith  Scott's  Hill 

Walker,  Lena Burgaw 

Wells,  Callie Willard 

Perquimans : 

Barclift,  Lessie Durant's  Neck 

Chappell,  Luna Belvidere 

Godfrey,  Almira  Hertford 


Summer  Term  191 

Person: 

Ashley,  Eva Roxboro 

Brooks,  Annie Roxboro 

Hall,  Alma Roxboro 

Wilkerson,  Mary  Roxboro 

Pitt: 

Allen,   Bernie    Winterville 

Andrews,  Ruth    Bethel 

Barnhill,  Bessie   Greenville 

Bryan,  Annie Greenville 

Blow,  Margaret    Greenville 

Barwick,  Ruth  Grif ton 

Carroll,  Annie  Greenville 

Cox,  Blanche  B Winterville 

Cox,  Carey  Winterville 

Cox,  Lena Winterville 

Caraway,  Mrs.  W.  B Farmville 

Edmonson,  Clyde    Bethel 

Exum,  Geneva Greenville 

Exum,  Novella   Greenville 

Exum,  Rosa a . .  Greenville 

Everett,  Johnnie H Stokes 

Forbes,  Ernestine Greenville 

Forbes,  Rubelle   Greenville 

Fleming,  Bettie  Pearl  Greenville 

Godley,  Ethel   Grimesland 

Greene,    Estelle    Greenville 

Harper,  Clara  Belle Winterville 

Harris,  Lucy Greenville 

Jenkins,  Leota   Greenville 

Johnson,  Dorothy   Winterville 

.  Jones,  Clara Greenville 

Kittrell,  Annie  Grimesland 

Kittrell,  Olive Grimesland 

Lee,  Maude Greenville 

Lister,  Goldie   Greenville 

Moore,  Madeline   Bethel 

Moye,  Bessie  Lee  Greenville 

Munford,  Katie Greenville 

Parker,  Reid    Falkland 

Pender,  Nell   Greenville 

Pollard,  Madeline   House 

Purser,  W.  H Vanceboro 

Rountree,  Louise  Greenville 

Smith,  Delia  Greenville 

Smith,  Ethel   Greenville 

Taylor,  Ruth Greenville 

Teel,  Claudia Greenville 

Thomas,   Edith Stokes 

Vincent,  B.  F Greenville 

Whitehead,  Minnie  Winterville 

Wooten,  Helen  Chicod 

Worthington,   Isabelle    Winterville 


192  The  Training  School  Quarterly 

Robeson: 

Baker,  Elizabeth   Fairmont 

Blackwell,  Lillian Lumberton 

Bracey,  Carolina Rowland 

Bracey,  Kate   Rowland 

Powell,  Mattie  Lumberton 

Steele,  Marjorie   .Lumberton 

Sampson: 

Daughtry,  Eva   Paison 

Greene,  Hettie    . . : Parkersburg 

Hunter,  Daisy   Turkey 

Lewis,  Ruth   Clinton 

McLamb,  Flossie   Newton  Grove 

Tyrrell: 

Jones,  Hettie Gum  Neck 

Vance: 

Newton,  Bessie  Lee   Kittrell 

Wake: 

Coley,  Alice Raleigh 

Dunn,  Mary Raleigh 

Jordan,  Alia  Mae  McCullers 

Warren : 

Clark,  Jimmie   Inez 

Robertson,  Mabel Marmaduke 

Washington: 

Allen,  Maude   Plymouth 

Barco,  Ethel   Roper 

Barco,  Lillie   Roper 

Bateman,  Clara  Plymouth 

Davenport,   Mary    Plymouth 

Minnie  Hodges Mackey's 

Norman,  Stella Creswell 

Spruill,   Lula    Creswell 

Swindell,  Alethia Creswell 

Williams,  Gladys    Creswell 

Woodley,  Annie  Creswell 

Wayne : 

Becton,  Cora  Lee Fremont 

Grantham,  Annie  Bentonville 

Jernigan,  Callie   Genoa 

Jones,  Elberta Mount  Olive 

McCullen,    Georgia    Mount    Olive 

Pipkin,  Mary  Goldsboro 

Smith,  Chloe Goldsboro 

Suther,  Anna Goldsboro 

Suther,  Evelyn Goldsboro 

Taylor,  Sallie  Mount  Olive 

Taylor,  Stella  Mount  Olive 

FROM    VIRGINIA 

Mills,  Katherine   Rocky  Mount 

Windley,  May  Portsmouth 


Summer  Term  193 

The  students  who  entered  after  July  9  are  as  follows: 

Batts,  Nannie  Macclesfield,  Edgecombe  County- 
Bowling,  Nannie    Greenville,   Pitt  County 

Bowers,  Martha Littleton,  Halifax  County 

Bulluck,  M.  Georgia Battleboro,  Edgecombe  County 

Council,  Helen   Hamilton,  Martin  County 

Darden,  E.  Jeannette  Hertford,  Perquimans  County 

Eason,  Nina  Belle Tyner,  Chowan  County 

Edwards,  J.  H Mount  Olive,  Wayne  County 

Futrell,  Bessie Rich  Square,  Northampton  County 

Gaynor,  Eva  Farmville,  Pitt  County 

Harrell,  Lillie  M Colerain,  Bertie  County 

Jackson,  Sallie   Greenville,  Pitt  County 

Jones,  Valeria Eureka,  Wayne  County 

Kirman,  Cora  V Marshallburg,  Carteret  County 

Matthews,  Mamie  L Littleton,  Halifax  County 

McCallum,  Eva   Rowland,  Robeson  County 

White,  Mary  M Colerain,  Bertie  County 

Williams,  Bettie Ahoskie,  Bertie  County 

These  bring  the  number  for  the  summer  to  352. 


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©ttobtx,  Mobtmbtv,  ©ecemtoer 
1917 


Table  of  Contents 


The  Joyner  School 196 

No  Compromise  Peace 199 

James  H.  Pou. 

What  Shall  We  Teachers  Do? 208 

Anonymous. 

Food  Production  and  Conservation  in  North  Carolina 212 

J.  P.  Lucas. 

The  Quest  of  Pood  Substitutes 216 

Martha  Abmstbono. 

War  Reminiscences  217 

Miles  O.  Sherrill. 

Patriotic  Music  in  the  Grades 220 

Sallie  Best. 

Address  on  the  Maryland  School  System 223 

Samuel  M.  Noeth. 

Impressions  of  the  University  of  Chicago 226 

Maria  B.  Graham. 

Editorials 231 

Departments — 
Suggestions : 

Conversation  Lessons  on  the  Home 237 

The  Harvest  as  a  Language  Topic 239 

Indian  Legends  241 

Assignments  for  Teaching  Pandora. 243 

Checking-up  Thought-Getting  244 

A  Columbus  Contest ' 245 

Language  and  Number  Work 247 

Cutting  of  Playground  Games 248 

Random  Suggestions  for  Opening  Exercises •  249 

Notes  from  Observers 250 

Reviews   252 

Alumnse   261 

School  Activities 269 

School  News  277 


-,_.*»V    -        :'■■&  '  '■v.^,^.i 


(1   and  3)   The  Joyner  School  the  Opening  Day. 

(2)    President  Wright,    Superintendent  Underwood,    and  the  Faculty   of   the   School 


Wi)t  framing  ikftool  (©uarterlp 

Vol.  4  October,  November,  December,  1917.  No.  3 


The  Public  Schools  and  World  Democracy 


To  School  Officers: 

The  war  is  bringing  to  the  minds  of  our  people  a  new 
appreciation  of  the  problems  of  national  life  and  a  deeper 
understanding  of  the  meaning  and  aims  of  democracy. 
Matters  which  heretofore  hare  seemed  commonplace  and 
trivial  are  seen  in  a  truer  light.  The  nrgent  demand  for 
the  production  and  proper  distribution  of  food  and  other 
national  resources  has  made  us  aware  of  the  close  depend- 
ence of  individual  on  individual  and  nation  on  nation. 
The  effort  to  keep  np  social  and  industrial  organization  in 
spite  of  the  withdrawal  of  men  for  the  army  has  revealed 
the  extent  to  which  modern  life  has  become  complex  and 
specialized. 

These  and  other  lessons  of  the  war  must  be  learned 
quickly  if  we  are  intelligently  and  successfully  to  defend 
our  institutions.  "When  the  war  is  over  we  must  apply  the 
wisdom  which  we  have  acquired  in  purging  and  ennobling 
the  life  of  the  world. 

In  these  vital  tasks  of  acquiring  a  broader  view  of 
human  possibilities  the  common  school  must  have  a  large 
part.  I  urge  that  teachers  and  other  school  officers  in- 
crease materially  the  time  and  attention  devoted  to  instruc- 
tion bearing  directly  on  the  problems  of  community  and 
national  life. 

Such  a  plea  is  in  no  way  foreign  to  the  spirit  of  Ameri- 
can public  education  or  of  existing  practices.  Nor  is  it  a 
plea  for  a  temporary  enlargement  of  the  school  program 
appropriate  merely  to  the  period  of  the  war.  It  is  a  plea 
for  a  realization  in  public  education  of  the  new  emphasis 
which  the  war  has  given  to  the  ideals  of  democracy  and  to 
the  broader  conception  of  national  life. 

WOODROW  WILSON. 


The  Joyner  School 


A  Model  Rural  School 

The  East  Carolina  Teachers  Training  School  from  its 
Plans  and  beginning  has  held  to  the  idea  that  about  85  per  cent  of 

its  students  should  teach  country  children,  since  about 
85  per  cent  of  our  people  live  in  the  country,  or  small  villages.  We 
do  not  believe  that  all  of  our  students  should  go  to  the  country  districts 
any  more  than  we  believe  all  of  our  students  should  go  into  the  graded 
schools.  This  being  a  State  institution,  we  believe  that  it  is  our  duty  to 
prepare  for  all  of  the  public  schools  of  the  State. 

It  has  been  our  desire  to  have  connected  with  the  Training  School  a 
real  country  school,  but  until  recently  we  have  not  been  able  to  do  so. 
We  hold  to  the  idea  that  if  children  are  transported  from  the  country 
into  the  towns  that  we  cannot  in  that  way  get  a  country  school.  All 
propositions  for  transferring  of  students  in  the  town's  graded  school, 
the  idea  of  building  a  one-room  rural  school  in  the  town  and  transport- 
ing children  to  it,  or  the  idea  of  having  an  ungraded  group  as  a  country 
school,  has  never  met  with  my  approval,  because  no  one  of  these  plans 
will  give  a  country  school.  Unless  the  school  is  in  the  country,  with 
country  ideals  and  standards,  with  the  country  environment,  it  can  never 
be  called  a  typical  country  school. 

Since  the  Training  School  opened  we  have  been  forced  to  do  our  ob- 
servation and  practice  teaching  in  the  four-room  Model  School.  (This 
building  is  now  being  enlarged  to  am  eight-room  school).  This  is,  of 
necessity,  graded  school  work,  but  it  was  the  only  thing  available.  The 
result  has  been  that  we  have  not  been  able  to  do  observation  and  prac- 
tice work  for  the  rural  schools;  but  the  work  however,  in  our  Model 
School,  and  the  type  of  teacher  employed  by  the  school  as  critic  teacher, 
has  been  making  itself  felt  in  our  town  and  community.  The  improve- 
ment of  the  roads  and  the  fact  that  a  few  of  our  graduates  came  from 
the  neighborhood  of  the  Joyner  School  has  led  this  community  to  get 
interested  and,  as  a  result,  in  May  of  this  year,  we  were  asked  by  the 
school  committeemen  through  the  County  Superintendent  to  take  over 
the  Joyner  School  and  make  of  it  a  Model  School  for  teachers  of  rural 
schools,  along  the  same  general  lines  of  our  Model  Graded  School.  This 
school  has  enough  students  to  be  developed  into  a  full-fledged  three-room 
country  school.  As  our  State  Department  of  Education  is  trying  to 
make  the  three-teacher  school  the  State's  type  of  country  school,  and  as 
the  Training  School  needs  very  much  a  country  school  for  observation 
and  practice  purposes,  when  the  matter  was  placed  before  our  Board  of 
Trustees,  June  5,  and  they  were  told  that  this  is  our  opportunity — the 


The  Joyner  School  197 

one  we  have  been  looking  for  for  eight  years — "It  was  moved  and  sec- 
onded that  the  Training  School  take  over  the  Joyner  School,  to  be  used 
as  a  Model  School,  at  a  cost  not  to  exceed  $500.  Unanimously  car- 
ried." This  extract  from  the  Minutes  of  the  Board  shows  clearly  that 
not  only  the  teachers  and  officers  in  the  Training  School,  but  that  the 
Board  of  Trustees,  realize  the  importance  of  having  a  school  of  this 
type. 

The  appropriation  allowed  for  this  school  is  to  cover  the  expense  of 
the  transportation  of  students  from  the  Training  School  to  the  Joyner 
School,  and  to  supplement  the  county  funds  for  salaries  for  teachers. 

The  school  committeemen  have  not  relinquished  any  of  their  authority 
in  connection  with  the  school,  only  with  reference  to  teachers.  They 
have  left  it  entirely  with  the  President  of  the  Training  School  and  the 
County  Superintendent  to  secure  the  teachers  for  this  school. 

This  is  the  first  school  in  our  State  to  be  taken  over  by  a  normal 
school  and  used  as  a  training  school  for  rural  teachers. 

Robert  H.  Wright, 
President  East  Carolina  Teachers  Training  School. 


To  the  Pitt  County  school  administration  the  taking 

Inspiration  over  of  tne  joyner  School  by  the  East  Carolina  Teaich- 

to  Others  .    .        _ f  ...  .  T 

ers  Training  School  comes  as  a  distinct  opportunity.    It 

is  a  pleasure  to  us  to  put  this  school  at  their  disposal,  and  to  cooperate 
with  them  in  every  possible  way.  Building  up  a  strong  three-teacher 
school  at  this  point  will  be  a  wonderful  stimulus  to  every  other  school 
in  the  county.  We  can  go  there  for  inspiration  and  suggestion  in  the 
solution  of  many  problems.  We  hope  to  use  the  teachers  of  this  school, 
and  their  experiences,  in  our  teachers'  meetings  and  in  various  other 
ways  for  aid  in  the  county  work. 

Perhaps  the  most  valuable  service  the  school  will  render  the  county 
will  be  as  an  object  lesson  to  show  other  communities  what  such  a 
school  can  and  will  accomplish  in  a  community.  We  hope  and  believe 
that  it  will  lead  to  the  strengthening  of  our  whole  system. 

We  regard  it  as  a  wonderful  opportunity,  and  we  hope  we  can  rise  to 
the  occasion  and  take  full  advantage  of  it.        S.  B   Underwood 

County  Superintendent. 


This  Year's 
Work 


The  plans  for  the  Joyner  School,  as  placed  before  the 
teachers,  are  of  broad  and  farsighted  significance.  With 
President  Bobert  H.  Wright,  Superintendent  S.  B.  Un- 
derwood, and  the  whole  Training  School  back  of  these,  we  hope  to  ob- 
tain a  solution  to  ai  problem  that  has  not  yet  been  satisfactorily  solved  in 


198  The  Training  School  Quarterly 

our  State — that  of  the  three-teacher  rural  school.  To  accomplish  this, 
we  want,  and  must  have,  first,  the  cooperation  of  the  students,  and, 
second,  the  whole-hearted  cooperation  of  the  community ;  and  we  believe 
we  shall  get  both. 

As  yet  the  development  of  our  plans  is  in  its  first  stage.  The  grada- 
tion of  the  students  is  not  permanently  settled,  the  sanitary  conditions 
in  and  around  the  building  are  not  the  best,  neither  is  the  comfort  of 
the  house  desirable  on  a  cool  day.  But  we  are  taking  hold  of  things  as 
they  are,  working  towards  things  as  they  ought  to  be. 

Thus  the  social  and  physical  problems  of  the  community  are  before 
us  first.  We  hope  at  the  end  of  our  seven  months  term  to  leave  the 
Joyner  School  not  only  the  social  center  for  the  teachers  and  students, 
but  for  the  whole  community.  Nancy  F.  Wall,  Principal. 


On  Sunday  afternoon,  prior  to  the  opening  of  our 
The  First  school  on  Monday,  there  were  special  services  held  at 

our  school  building.  Besides  the  regular  minister,  Kev. 
J.  M.  Daniel  of  Greenville,  there  were  present  President  Bobert  H. 
Wright,  Superintendent  S.  B.  Underwood,  and  Mr.  C.  W.  Wilson,  all 
of  whom  made  fitting  remarks  to  the  patrons  and  friends  of  our  school, 
as  to  what  the  school  really  means  to  them,  and  asking  their  coopera- 
tion in  carrying  out  the  plans  involved.  This  was  really  a  preparation 
for  the  problems  with  which  we  have  to  deal. 

On  October  15  we  began  our  work  with  thirty-six  students.  Since 
then  our  enrollment  has  reached  fifty-eight,  twenty-five  of  whom  are 
in  the  higher  fifth,  seventh,  and  eighth  grades,  fifteen  are  in  the  inter- 
mediate, or  third,  fourth,  and  lower  fifth  grades,  and  eighteen  are  in  the 
primary,  or  first  and  second  grades.  The  primary  teacher  has  charge 
of  a  music  class  of  eleven  pupils. 

Like  other  rural  schools,  we  have  to  deal  with  poor  readers,  but  with 
continued  effort  on  our  part  we  hope  to  teach  them  how  to  read  -and  then 
we  will  be  better  able  to  decide  in  what  grade  each  child  should  be. 

To  help  us  solve  the  social  problems  of  the  community,  we  had  a  mis- 
cellaneous program  on  Friday  afternoon,  November  2,  to  which  the 
patrons  of  the  school  were  invited.  Only  a  few  responded  to  the  invi- 
tation, but  those  present,  together  with  the  teachers,  formulated  plans 
for  a  big  Community  Bally  and  Improvement  Day  on  the  following  Fri- 
day, November  9.     We  are  trying  "to  serve,"  and  we  must  succeed. 

Mary  Newby  White, 
Teacher  of  Intermediate  Grades. 


No  Compromise  Peace 


(Speech  delivered  by  James  H.  Pou  of  Raleigh  on  Founders'  Day,  Trinity 
College,  Trinity  Park,  Durham,  N.  C,  October  2,  1917.) 

PEACE  is  not  near.  Peace  at  this  time  would  not  be  a  blessing. 
Peace  at  this  time  could  not  be  a  good  peace.  Peace  at  this 
time  would  be  peace  only  in  name.  At  best,  it  would  only  be 
a  compromise — a  truce,  in  which  to  prepare  for  a  recommencement  of 
war.  Peace  now  would  be  like  those  of  Ryswick,  Aix-la-Chapelle,  and 
Amiens — a  mere  breathing  spell  before  renewing  the  titanic  struggle. 
Such  a  peace  would  be  a  calamity  almost  as  great  as  the  war ;  for  soon 
as  it  were  made  every  country  would  begin  feverishly,  and  to  the  limit 
of  its  power,  preparing  for  the  war  which  all  would  know  was  just 
ahead.  There  would  be  no  time  to  develop  the  occupations  of  peace, 
nor  time  to  repair  the  ravages  or  assuage  the  sufferings  of  this  war. 
We  would  work  under  the  shadow  of  war;  and  in  our  sleep  the  night- 
mare of  war  would  ever  haunt  us.  If  peace  were  a  compromise,  all  the 
blood  spilled  and  all  the  treasure  spent  will  have  been  in  vain.  But 
if  the  Great  Alliance  shall  win  a  complete  victory,  the  war  will  be 
worth  all  it  will  have  cost ;  for  this  world  will  have  endured  its  supreme 
tragedy,  and  a  better  day  and  a  better  world  will  be  at  hand. 

A  compromise  peace  would  be  an  illogical  conclusion  to  this  war. 
This  war  is  not  merely  a  conflict  between  nations  and  peoples,  on  a 
collossal  scale.  It  is  this  and  more.  It  is  an  irrepressible  struggle  for 
world  supremacy  between  two  conflicting  and  irreconcilable  ideas.  If 
either  of  these  ideas  shall  decisively  win,  this  will  be  the  last  great  war. 
The  world  will  hereafter,  in  such  case,  live  under  the  dominion  of  force, 
directed  from  Berlin;  or  it  will  live  under  the  spirit  of  international 
fraternity  regulated  by  a  great  world  tribunal. 

If  neither  idea  shall  gain  complete  victory,  the  war  must  be  fought 
again,  with  added  horrors,  and  still  more  appalling  carnage. 

The  idea  of  government  by  force  finds  its  highest  expression  in  the 
Prussian  system.  Prussia  is  the  one  government  that  has  not  now,  and 
never  has  had,  a  friend.  Prom  the  day  it  was  founded,  to  this  day, 
it  has  never  had,  and  apparently  has  never  sought,  the  friendship  of  any 
other  nation.  Its  plan  for  an  alliance  is  first  to  attack  and  defeat  its 
future  partner,  and,  having  shown  its  power,  accept  the  defeated  coun- 
try as  an  ally  or  a  partner. 

During  my  life  Prussia  has  ruthlessly  and  without  necessity,  almost 
without  excuse,  overrun  every  other  Teutonic  nation;  Holland  and 
Switzerland    (if  they  be  called  teutonic)    alone   excepted.     She   made 


200  The  Training  School  Quaeteelt 

war  on  and  robbed  Denmark  in  1864.  In  1866  sbe  made  war  on  Austria, 
Bavaria,  Saxony,  and  the  smaller  states,  and  crusted  and  annexed 
Hanover  and  Brunswick.  Sbe  then  formed  tbe  North  German  Con- 
federation and  took  control  of  all  German  states  except  Austria.  Some 
years  later  sbe  accepted  Austria  as  an  ally.  Not  one  of  these  German 
states  has  any  love  for  Prussia.     And  Prussia  does  not  expect  love. 

The  very  name,  Prussia,  carries  such  bitter  memories  that  it  is  seldom 
used.  Prussia  rules  Germany  and  all  her  allies  with  rods  of  iron  and 
whips  of  scorpions.  But  she  uses  the  name  Germany  whenever  possible ; 
and  the  name  Prussia  only  when  no  other  name  can  be  used.  The  sub- 
jection of  Germany  to  the  will  and  power  of  Prussia  was  the  most 
unfortunate  development  of  the  nineteenth  century.  From  that  cause 
grew  this  war.  The  conquest  of  Germany  by  Prussia  made  this  struggle 
for  world  supremacy  both  inevitable  and  final. 

The  world  was  slow  to  grasp  the  true  significance  of  the  Prussian 
spirit.  In  fact,  the  world  refused  to  believe  that  this  spirit  was  what 
Prussian  publicists  and  writers  declared  it  to  be.  Let  us  call  some 
of  the  greatest  Prussians  and  let  them  speak.  General  Blucher  in  1815 
visited  London  as  the  honored  guest  of  a  grateful  nation.  In  viewing 
the  city  he  exclaimed :  "What  a  city  to  loot !"  People  thought  it  was 
a  grim,  rather  coarse,  Prussian  joke;  smiled,  and  passed  it  by. 

Three-quarters  of  a  century  later,  Bismarck,  writing  of  war,  said  that 
the  civil  populations  of  conquered  or  occupied  countries  should  be  so 
treated  that  they  would  have  nothing  left  "but  eyes  to  weep  with." 

General  Bernhardi,  Prussia's  greatest  military  writer,  in  his  books 
declared  that  peaceful  occupations  were  for  common  people,  the  lowly, 
and  for  serfs ;  that  the  only  honorable  pursuit  is  war.  That  war  was 
the  noblest  pursuit  of  man,  and,  rightly  conducted,  the  most  profitable. 

Prussia's  favorite  and  official  historian,  Professer  Treitscbke,  taught 
in  the  universities,  and  advocated  in  his  books,  the  dogma  that  the 
"will  to  power"  is  the  highest  manifestation  of  human  intellect.  He 
had  contempt  for  the  idea  that  any  duty  or  obligation  rested  on  the 
strong  man,  or  the  strong  nation,  to  help  the  weak.  On  the  contrary, 
it  was  tbe  right  and  the  duty  of  the  strong  to  overcome  the  weak.  If 
the  weaker  man  or  nation  can  be  used  by  the  stronger,  then  use  him  or  it. 
If  of  no  use,  then  destroy  them  from  the  face  of  the  earth.  He  taught 
that  to  help  the  weak  and  feeble  was  wrong.  He  believed  that  the 
weak  were  abortions  of  nature,  and  that,  instead  of  being  helped,  they 
had  best  be  removed  as  useless  cumberers  of  the  earth,  whose  places 
should  be  taken  by  the  strong.  He  taught  that  a  strong  nation  must 
not  be  bound  by  treaty.  A  treaty  might  be  made  as  a  temporary  expe- 
dient ;  but  tbe  moment  tbe  treaty  became  an  obstacle  to  the  development 
of  a  strong  nation,  that  moment  must  the  treaty  be  brushed  aside.  He 
said  that  it  were  the  grossest  sin  for  a  nation  to  allow  a  treaty  to  stand 
in  the  way  of  manifest  destiny. 


'No  Compkomise  Peace  201 

Nietzche,  son  of  a  minister,  renounced  religion,  deified  power,  and 
taught  that  war  was  the  supreme  good;  that  men  were  made  to  he  sol- 
diers; that  soldiers  should  take  what  they  would;  that  the  function  of 
women  were  to  gratify  the  passions  of  soldiers  and  to  raise  children  to 
he  soldiers.  He  said  that  ignorant  people  in  the  market  places  some- 
times spoke  of  God.     But  they  were  foolish  people;  for  God  was  dead. 

In  1900  when  the  emperor  was  bidding  farewell  to  the  expeditionary 
force,  leaving  for  China  to  put  down  the  Boxer  uprising,  he  told  his 
soldiers  to  take  no  prisoners ;  to  slay  men,  women,  and  children,  and 
to  so  act  that  no  Chinaman  for  a  thousand  years  would  dare  look  ask- 
ance at  a  German. 

The  world  heard  and  read  these  things,  but  did  not  grasp  their  ter- 
rible significance.  Bather,  the  world  regarded  them  as  figures  of 
speech,  grossly  out  of  harmony  with  the  age ;  in  exceeding  bad  taste ; 
but  not  seriously  intended;  and  certainly  never  to  be  put  in  practice. 
We  know  now  that  these  were  true  expressions  of  Prussian  spirit.  We 
know  now  that  Prussia  does  not  joke,  bluff,  exaggerate,  or  utter  idle 
threats.  Every  word  was  uttered  or  written  in  absolute  earnestness  and 
in  the  deepest  sincerity.  They  have  become  the  creed  of  Prussia ;  and 
this  wair  and  its  horrors  are  the  fruition  of  this  creed. 

Germany  has  accepted  as  gospel  these  vile  principles.  This  war  and 
its  conduct  are  the  concrete  expressions  of  this  belief.  So  fully  do  the 
German  people  seem  to  believe  this  creed  that  they  are,  or  seem  to  be, 
surprised  that  civilization  is  shocked  by  their  conduct.  They  seem  to 
believe  that  their  attack  on  Belgium  was  no  sin.  They  believed  it  was 
to  their  advantage.  According  to  Professor  Trietschke,  it  was  not  only 
right  to  violate  the  treaty,  but  it  would  have  been  a  mortal  sin  not  to 
have  done  so.  Hence  Bethman-Hollweg's  impatience  with  the  British 
minister  on  August  3,  1914,  when  the  minister  reminded  Hollweg  that 
both  England  and  Prussia  had  recognized  and  guaranteed  the  independ- 
ence and  neutrality  of  Belgium.  England  had  never  been  at  war  with 
Prussia ;  had  often  been  her  ally ;  and  Bethman-Hollweg  could  not  under- 
stand how  any  country  would  feel  compelled  to  go  to  war  for  a  mere 
promise.  He  said  with  wonder  and  impatience:  "Will  you  go  to  war 
for  a  scrap  of  paper  ?" 

In  obedience  to  these  teachings,  Germany  has  made  war  in  the  fashion 
of  the  dark  ages.  Her  conduct  in  this  war  is  a  combination  of  the  effi- 
ciency of  the  twentieth  with  the  savagery  of  the  tenth  century.  And 
Germany  is  surprised  that  the  world  is  horrified.  Germany  has  made 
scraps  of  paper  of  her  treaties,  and  she  has  cast  to  the  winds  all  rules 
of  civilized  warfare,  and  all  agreements  respecting  the  decencies  and 
humanities  of  war.  Hence  the  destruction  of  all  property ;  the  devasta- 
tion of  peaceful  countrysides ;  the  cutting  down  of  orchards ;  the  poison- 
ing of  wells;  the  shooting  of  priests;  the  burying  alive  of  civil  officers 


202  The  Training  School  Quarterly 

suspected  of  secreting  public  money  or  records;  the  killing  of  wounded 
and  of  prisoners;  the  wholesale  outrage  of  womanhood;  fighting  with 
burning  oil  and  poisonous  gas;  scientific  distribution  of  disease  germs; 
(bombing  hospitals  and  Red  Cross  establishments.  These  things  reveal 
Germany  as  Prussia  has  made  her  in  the  last  half  century:  a  curse  to 
mankind,  the  negation  of  all  religion  and  of  all  civilization.  She  is  an 
outlaw  nation,  ruled  by  criminals.  Her  generals  are  literally  high- 
waymen ;  her  officers,  confirmed  thieves  stealing  from  private  houses ; 
the  soldier  brave,  but  constrained  to  act  as  a  brutish  savage.  This  is 
the  Germany  of  today.  God  help  us  to  clothe  her  and  restore  her  to  her 
right  mind.  Germany,  under  Prussian  rule,  is  today  the  most  malign 
and  dangerous  power  which  has  existed  since  the  world  began. 

Before  Prussia  subjected  Germany  to  her  will  Germany  was  as  other 
nations.  She  took  her  full  part  in  the  spiritual  and  moral  life  of  the 
world.  In  some  lines  she  was  a  leader.  But  in  the  last  half  century 
nothing  that  is  not  material,  grossly  material,  has  come  out  of  Germany. 
Books  by  the  thousand  have  been  written  in  Germany;  but  they  are  all 
of  science,  trade,  chemistry,  socialism,  atheism,  war,  and  the  worship 
of  power  and  success.  And  like  the  books,  the  men — Scientists,  Mate- 
rialists, Anarchists,  Socialists,  Atheists,  Soldiers,  Sycophants,  Spies, 
by  the  tens  of  thousands ;  strong,  efficient  men  and  captains  of  industry, 
but  without  conscience  or  soul. 

She  has  not  produced  in  a  generation  a  man  or  a  book  with  any 
helpful  message  or  any  word  of  comfort  to  mankind.  No  appeal  to 
the  spirit  can  be  found  in  German  life  or  literature  since  Prussia  be- 
came Germany. 

Note  that  I  have  quoted  from  none  but  Germans.  I  am  letting  Ger- 
mans give  expression  to  their  ideals.  Let  me  now  call  as  witnesses  two 
Germans  of  a  former  generation.  About  a  century  ago  Baron  Fouque, 
a  Prussian  officer,  wrote  a  little  book — an  allegory — which  is  entitled 
to  a  place  in  every  library  along  with  Rasselas,  Fior  de  Alisa,  Paul  and 
Virginia  and  Piceiola.  He  called  the  book  Undine.  It  is  the  story  of 
a  wood  sprite,  captured  in  infancy,  adopted  and  reared  as  a  human  be- 
ing. She  developed  into  a  beautiful  and  intellectual  woman.  But  she 
was  incapable  of  affection,  gratitude,  kindness,  or  humanity.  She  was 
cynical,  cruel,  mocking,  and  almost  vicious.  The  good  people  by  whom 
she  was  reared  were  distressed  and  sent  for  the  village  priest.  He  said 
that  Undine  was  not  a  woman;  that  she  was  without  soul  and  without 
conscience. 

Prussia  is  today  the  Undine  of  nations. 

Goethe,  the  greatest  of  German  poets  (and  one  of  the  world's  great 
poets),  born  in  Prussia,  and  knowing  Prussians  as  they  are,  described 
them  with  the  accuracy  of  a  demonstration  in  science.  He  said:  "The 
Prussian  is  a  savage,  and  education  makes  him  ferocious." 


No  Compromise  Peace  203 

I  will  call  another  German  witness ;  not  a  Prussian,  a  Saxon — Wagner. 
He  was  a  reformer,  almost  a  republican,  a  revolutionist.  After  1848 
he  became  an  exile  and  fled  to  France  for  life  and  refuge.  After  years 
he  was  permitted  to  return  to  Germany,  if  he  would  not  go  to  Saxony, 
but  live  in  Bavaria.  He  accepted  the  terms,  and  spent  the  remainder 
of  his  life  in  Bavaria  and  became  the  favorite  poet  and  composer  of 
his  race.  His  work  will  live  as  long  as  German  language  or  German 
music  will  be  heard  by  man. 

While  in  exile  he  conceived  the  idea,  and  partly  wrote,  his  great 
Tetralogy.  He  used  the  gods  of  German  Mythology  as  the  personages 
of  his  drama. 

The  gods  desired  a  new  and  greater  palace,  and  made  a  contract  with 
the  giants  to  build  the  palace.  As  compensation  the  giants  were  to  have 
the  daughters  of  the  gods  for  wives.  The  palace  was  built,  but  the  gods 
refused  to  premit  their  daughters  to  marry  men.  To  satisfy  the  giants, 
the  gods  robbed  the  Rhine  maidens  of  their  mystic,  miraculous,  magic 
hoard  of  gold — the  gold  which  was  a  blessing  to  its  rightful  owners, 
but  which  brought  a  curse  to  any  one  who  held  it  wrongfully.  Soon  as 
the  giants  obtained  the  gold,  their  power  became  immense,  but  all  haip- 
piness  vanished.  As  the  stolen  gold  passed  from  one  to  another  both 
power  and  evil  increased.  Crime  after  crime,  each  of  deeper  villainy, 
followed  fast.  All  who  touched  the  gold  or  came  within  its  influence, 
became  enmeshed  in  sin  and  crime.  However  much  power  increased, 
evil  was  always  greater.  Gods,  heroes,  giants,  valkyrs,  volsungs,  nibe- 
lungs,  dwarfs,  all  who  came  near  were  drawn  into  the  whirlpool  of  sin. 
Every  promise  became  perjury,  every  act  a  fraud,  every  marriage  a 
tragedy,  every  feast  had  its  poison  cup,  every  hunting  party  an  assassi- 
nation. The  land  was  foul  with  crime  and  red  with  murder.  Gods  and 
men  saw  that  it  must  end.  Here  the  magic  gold,  the  unbreakable  sword, 
the  spear  which  knew  no  brother  and  which  no  man  could  splinter ;  the 
invisible  helmet ;  the  enchanted  horse ;  and  the  knowledge  of  the  language 
of  the  birds  (whereby  they  knew  what  was  happening  over  the  entire 
world).  But  all  failed.  The  sword  was  broken.  The  spear  was  shiv- 
ered. The  invisible  helmet  lost  its  potency ;  and  the  bird  spies  brought 
evil  news.  The  very  earth  was  sick  of  crime.  The  stolen  gold  is  re- 
turned to  the  Bhine  maidens.  And  the  daughter  of  the  god  least  guilty 
decrees  the  doom  of  all  who  took  part  in  the  crime.  She  rides  the 
enchanted  horse  into  the  blazing  funeral  pyre  of  her  murdered  husband, 
but  not  until  she  has  taken  a  torch  and  set  fire  to  the  palace  of  the  gods. 
The  last  scene  shows  the  palace  in  flames,  and  every  god  clothed  in  royal 
robes  sitting  around  the  council  table,  crown  on  head,  scepter  in  hand, 
sword  beside,  calmly,  bravely  awaiting  his  fate  in  the  burning  palace, 
around  which  has  been  piled  the  limbs  and  the  wood  riven  from  the 
trunk  of  the  world-spreading  ash  tree.     The  funeral  pyre  consumes  the 


204  The  Training  School  Quarterly 

hero  and  his  spouse.     The  palace  burns  with  every  heathen  god.     As 
they  burn,  the  curtain  falls,  and  Wagner  pronounces  this  epilogue : 

"At  last  the  dreadful  day  of  doom  has  dawned, 
The  curse  has  worked  its  wrath,  despair  and  death, 
At  last  the  twilight  of  the  gods  has  come, 
And  Wotan's  loveless  kingdom  is  at  end. 
At  last  the  gathering  night  has  covered  all, 
And  the  cruel  reign  of  loveless  law  is  done. 
Now  dawns  the  day  of  nobler  men  and  deeds, 
And  a  new  world  under  Love's  great  law  begins." 

We  thought  forty  years  ago  when  the  tetralogy  was  rendered,  that 
Wagner  had  given  us  a  drama  of  mythology.  We  know  now  it  was 
prophecy  set  to  music.  Instead  of  portraying  the  remote  past,  he  was 
giving  us  what  was  then  beginning,  and  what  would  soon  come  to  pass. 
He  showed  that  evil  could  not  be  permanent,  and  that  power  based  on 
fraud  and  crime,  however  strong,  must  inevitably  fall.  He  described 
the  present  German  Empire  and  he  cast  its  horoscope. 

We  are  now  at  war  with  the  Spirit  of  Prussianism. 

There  can  be  no  compromise.  The  war  must  be  fought  to  a  finish 
now  or  hereafter.  This  is  a  fight  to  the  death.  The  Spirit  of  Force 
or' the  Spirit  of  Fraternity  must  win.  The  earth  is  too  small  to  contain 
both.  The  government  of  Germany  is  the  incarnation  of  evil.  It  is 
Antichrist  in  the  flesh.  If  it  be  not  crushed,  this  world  will  not  be 
fit  for  the  habitation  of  man,  and  civilization  as  we  understand  it  must 
perish. 

We  are  at  war  because  Germany  made  war  on  us.  She  made  war  on 
us  long  before  we  accepted  the  gage  of  battle.  She  began  in  February, 
1915.  She  sank  our  ships;  drowned  our  people;  covered  our  land  with 
spies;  corrupted  industry;  subsidized  newspapers;  attempted  to  debauch 
public  opinion ;  blew  up  our  ships  with  bombs  secretly  placed ;  destroyed 
factories;  made  her  diplomatic  service  in  this  country  a  syndicate  of 
crime;  plotted  with  Mexico  to  make  war  upon  us,  and  asked  her  to  ar- 
range with  Japan  to  do  likewise;  parceled  out  American  States  as  gifts 
to  her  allies ;  and  finally  prescribed  certain  narrow  lanes  across  the 
ocean  and  forbade  us  under  penalty  of  death  to  travel  elsewhere ;  and 
she  even  prescribed  the  colors  we  must  display  when  we  used  those 
lanes. 

Germany  knew  this  was  war,  because  soon  as  the  note  of  January 
31,  1917,  was  delivered,  German  officers  and  crews  of  interned  vessels 
in  our  harbors  from  Norfolk,  Va.,  half  around  the  globe  to  Manila,  P.  I., 
obeying  orders  already  in  hand,  destroyed,  sank,  or  disabled  their  ships 
full  two  months  before  we  recognized  that  war  existed. 

We  entered  the  war  regretfully,  reluctantly.  We  wished  to  avoid  it. 
We  did  our  best  to  stay  out.     We  risked  much  for  peace.     We  were  deaf 


N"o  Compromise  Peace  205 

to  the  call  of  safety;  and  slow,  fearfully  slow  in  answering  the  call  to 
duty.  God  called  us  in  May,  1915 ;  and  we  did  not  answer.  Far  better 
would  it  have  been  if  we  had  gone  to  war  when  the  Lusitania  was  sunk. 
Our  task,  accepted  then,  would  have  (been  far  lighter  than  when  it  was 
forced  upon  us  two  years  later. 

But  the  war  can  yet  be  won.  The  military  situation  is  this :  Ger- 
many cannot,  in  this  war,  win  a  complete  victory.  She  hopes  for  a 
compromise  peace.  She  is  confident  she  can  win  completely  in  the  next 
war,  and  become  mistress  of  the  world.  The  Allies  can  win  a  complete 
victory  in  this  war,  if  they  be  willing  to  pay  the  price.  The  weight  of 
numbers  and  of  materials  is  still  overwhelmingly  with  the  Allies.  De- 
spite their  repeated  blunders,  both  in  action  and  in  diplomacy,  they  still 
retain  the  power  to  beat  Germany.  If  the  German  Armies  be  beaten, 
a  revolution  at  home  will  overturn  every  throne  in  the  Central  Alliance. 
The  rulers  of  Germany  live  on  military  success  and  prestige.  Defeated 
in  the  field,  their  power  at  home  vanishes.  They  are  fighting  for  their 
existence.  They  are  fighting  with  the  coolness  of  desperate  resolve. 
They  are  fighting  after  long  training  and  thorough  preparation.  They 
are  fighting  with  singleness  of  purpose  and  under  an  unified  command. 
They  possess  certain  great  advantages  which  they  are  using  to  the  utter- 
most. They  no  longer  expect  victory,  but  they  believe  they  can  bring 
about  a  compromise.  In  that  hope  they  are  fighting  bravely,  and  they 
are  carrying  on  behind  the  lines  in  every  enemy  country  carefully 
planned  and  well  financed  propaganda  to  create  and  vocalize  sentiment 
for  peace  by  compromise.  Herein  lies  our  danger.  These  German 
emissaries,  under  varying  disguises  and  names,  are  at  work  among  us. 
They  are  accomplishing  something.  Their  efforts  are  covert.  They 
use  magazines  and  newspapers.  They  have  used  the  pulpit..  They  have 
tried  to  corrupt  labor,  but  they  have  failed.  I  do  not  consider  the  I.  W. 
W.  a  labor  organization.  It  is  a  band  of  fanatics,  anarchists,  and 
criminals.  Germans  and  their  active  sympathizers  have  their  hands 
in  politics,  as  evidenced  by  the  late  primaries  in  New  York  City.  Amer- 
ica faces  foes  across  the  water — open,  brave,  strong.  And  she  faces  foes 
at  home — covert,  treacherous,  disguised,  desperate,  and  venomous.  Those 
at  home  are  the  viler  and  more  dangerous.  Let  us  hope  the  Government 
at  Washington  will  deal  with  spies  and  traitors  at  home  this  fall  and 
winter  as  bravely  and  as  effectively  as  our  Army  and  ISTavy  will  deal 
next  spring  with  our  open  enemy  across  the  sea.  The  danger  is  here. 
German  spies  have  been  and  are  in  Worth  Carolina.  We  have  their 
names  and  numbers.  We  know  that  in  North  Carolina  germs  of  an- 
thrax have  been  soaked  into  bandages  knit  by  the  Eed  Cross  for  our 
wounded.  We  know  that  German  sympathizers  here  in  North  Carolina 
are  doing  all  they  dare  do  to  discourage  patriotism  and  to  obstruct  the 
Government.  We  need  not  lull  ourselves  into  fancied  security.  The 
danger  is  great.     It  is  imminent.     It  is  at  our  door. 


206  The  Training  School  Quabterly 

Grievous  and  numerous  have  been  the  'blunders  of  our  allies ;  and  but 
for  these  blunders  the  victory  long  ago  would  have  been  theirs.  Never- 
theless, the  resources  of  negotiation  and  diplomacy  are  not  yet  ex- 
hausted. 

Power  to  win  complete  victory  can  still  be  thrown  into  the  battle  line. 
Japan  is  ready ;  and  her  terms  are  reasonable ;  her  terms  are  just.  She 
wishes  assurances  that  Eastern  Asia  shall  no  longer  be  exploited  by 
white  man's  selfishness.  If  Japan  will  agree  not  to  claim  any  selfish 
advantage  or  exclusive  privilege  in  China,  the  Allies  should  consent  to 
a  Japanese  Monroe  Doctrine  in  Eastern  Asia.  We  should  ask  Japan 
to  promulgate  such  a  doctrine  as  England  asked  President  Monroe  to 
announce  in  1823.  The  Allies  should  agree  that  hereafter  no  nation 
shall  violate  the  territory  of  China.  They  should  agree  that  violation 
of  Chinese  territory  shall  be  regarded  as  an  act  unfriendly  alike  to 
Japan  and  to  the  Great  Alliance.  They  should  guarantee  assistance, 
moral  and  financial,  and  military  if  necessary,  to  Japan  in  maintaining 
this  new  Monroe  Doctrine.  With  this  promise,  Japan  will  enter  the  war 
with  us  next  spring,  and  the  campaign  of  1918  will  bring  final  and 
complete  victory.  Every  crowned  head  in  the  Central  Empires  will  be- 
come an  exile  or  a  prisoner.  The  Prussian  devil  will  be  cast  out  of 
Germany.  The  German  people  will  taste  freedom.  The  greatest  and 
the  last  of  wars  will  have  been  ended.  The  reign  of  perpetual  peace,  if 
not  at  hand,  will  at  least  be  in  sight. 

We  who  do  not  go  to  the  front  have  duties  just  as  plain  and  just  as 
imperative  as  those  our  soldiers  must  perform.  We  must  see  that  our 
Government  lacks  for  nothing  it  can  use  in  defeating  the  enemy.  The 
Government  needs  money  in  almost  countless  millions.  It  is  building 
huge  military  and  naval  machines.  The  more  effective  these  machines 
become  the  fewer  American  lives  will  be  lost.  Our  Government  must  be 
supplied  with  money  so  freely  that  it  can  use  machinery  instead  of  men. 
With  greater  guns,  greater  and  more  numerous  aeroplanes,  better  equip- 
ment, we  can  beat  down  the  German  defenses  with  machines  and  metal 
instead  of  with  men.  We  must  pay  taxes  and  buy  bonds  to  the  extent  of 
our  ability,  and  beyond.  We  must  give  and  pay  until  we  feel  it.  We 
must  not  be  content  to  use  only  our  surplus,  or  to  consult  only  our 
convenience.  We  must  place  at  the  disposal  of  our  Government  our- 
selves and  all  we  have.  It  is  a  duty  and  a  privilege  to  help  in  this  war. 
I  can  hardly  understand  a  man  who  is  now  content  to  pile  up  money 
while  the  world  is  passing  through  the  valley  and  shadow  of  death. 

I  would  be  ashamed  of  money  hoarded  now.  We  should  say  to  the 
Government  at  Washington :  "Take  all  that  you  need.  Take  our 
money,  our  boys;  take  us.  If  you  don't  want  us  at  the  front,  tell  us 
what  to  do  at  home.  We  will  instantly  obey  your  commands."  All  we 
ask  in  return  is  that  the  Administration  shall  be  strong,  resolute,  and 
effective,  and  that  it  will  throw  into  battle  the  full  weight  of  American 


No  Compromise  Peace  207 

power  in  men,  money,  and  diplomacy.  We  ask  that  our  nation  strike 
with  all  its  power  and  thus  bring  this  terrible  war  to  an  end  with  a  com- 
plete victory  for  civilization. 

I  propose  that  we  take  upon  ourselves  five  simple  but  solemn  pledges. 
I  have  personally  taken  each  and  all,  and,  God  being  my  helper,  I  will 
keep  all.     Here  they  are: 

1.  We  pledge  ourselves  not  to  say  or  do  anything  during  this  war  which 
will  weaken  the  hands  of  our  Government,  or  which  could  give  aid, 
comfort,  or  encouragement  to  the  enemy. 

2.  We  pledge  ourselves  during  this  war  to  do  promptly  and  cheerfully 
all  which  our  Government  shall  ask  us  to  do,  the  same  being  in  our 
power. 

3.  We  pledge  ourselves  not  to  support  any  candidate  for  office  who  does 
not  whole-heartedly  support  our  country's  cause  in  this  war. 

4.  We  pledge  ourselves  not  to  let  the  family  of  a  soldier  suffer  for  want 
of  anything  we  can  supply. 

5.  We  pledge  ourselves  to  give  preference  in  all  things,  where  practi- 
cable, to  the  soldier  who  went  and  did  his  duty  over  the  man  of  mili- 
tary age  and  fitness  who  did  not  go. 


What  Shall  We  Teachers  Do  ? 

Anonymous 

iy  ■T  ■  E  are  at  War.  We  must  help  to  win  the  War.  Our  friends, 
ft  ft  I  our  brothers  arc.  leaving  for  the  front.  Tomorrow  they  shall 
||,K^~  ^jjg  their  place  in  the  trenches  of  Flanders.  Shall  we  sit 
idle,  whilst  they  do  battle  for  us? 

What  shall  we  teachers  do?  We  hold  in  our  hands  the  activities  of 
innumerable  children.  We  influence  the  actions  of  their  parents.  Shall 
we  neglect  our  task  of  training  these  thousands  in  the  higher  virtues  of 
genuine  patriotism? 

Our  enemy,  Germany,  is  training  her  least  school  children  to  the 
highest  war  service.     What  shall  we  do? 


First  of  all,  let  the  Teacher  understand  the  War.  To  be  ignorant  of 
the  causes  that  led  up  to  the  world  conflict  is  unworthy  of  our  profes- 
sion. If,  perchance,  you  have  neglected  this  simple  information,  take 
out  your  geography  and  have  a  look  at  Europe.  On  the  European  sea- 
board lie  the  liberal  countries  of  that  continent,  England,  Holland,  Bel- 
gium, France,  Italy,  and,  away  from  the  sea,  Switzerland.  Russia,  re- 
cently declared  a  republic,  lies  at  the  eastern  extremity  of  Europe.  Be- 
tween these  two  extremes  lie  the  Central  Lands,  Germany  and  Austria. 
These  two  countries  are  highly  organized  and  their  citizens  trained 
in  the  art  of  war.  They  count  their  soldiers  by  the  millions.  These 
millions,  especially  in  Germany,  are  held  at  the  command  of  one  man, 
the  Kaiser.  The  people  of  Germany  believe  that  their  Kaiser  is  ap- 
pointed by  God  to  rule  their  country.  He  is  responsible  to  no  one  but 
to  himself.  A  neighbor  like  the  Kaiser  is  dangerous;  no  man  should 
have  in  his  power  the  liberty  and  lives  of  millions  of  men. 

Around  the  Kaiser  revolved  a  constellation  of  noblemen  called  Junk- 
ers. These  are  the  great  proprietors  of  Prussia,  and  they  virtually  con- 
trol all  the  higher  positions  of  the  Government.  They  are  hearty  sup- 
porters of  the  claims  of  the  Kaiiser ;  they  live  in  his  light.  They  are 
aristocrats  whom  the  rest  of  Europe  has  never  loved.  They  are  noted 
for  their  superciliousness ;  they  are  the  military  caste  of  their  country. 
They  are  hated  even  in  Germany.  Under  their  care  and  direction  the 
army  of  Germany  became  a  most  perfect  machine  of  destruction  and  of 
death.  It  was  a  perpetual  threat  to  the  peace  and  welfare  of  the  neigh- 
bor nations. 


What  Shall  We  Teachers  Do  ?  209 

This  danger,  always  imminent,  became  a  reality  when  Germany 
marched  her  armies  through  Belgium  and  threw  to  the  four  winds  the 
treaty  she  had  signed  with  us  and  other  nations  to  protect  that  country. 
We  were  immensely  interested  in  this  invasion  from  the  very  first.  Any 
contract  or  treaty  between  nations  should  be  as  sacred  as  the  signed  word 
of  individuals.  It  should  be  more  so.  We  stood  in  horror  at  this  inso- 
lent assault  on  Belgium.  We  did  not  protest  because  we  thought  our 
protest  inopportune. 

This  crime  prepared  the  way  for  other  crimes.  In  turn,  we  had  the 
sinking  of  the  Lusitania,  the  destruction  of  our  factories,  the  repeated 
sinking  of  our  ships,  the  wanton  slaughter  of  hundreds  of  Americans. 
We  saw  Belgians  deported  from  their  homes,  we  saw  youthful  girls 
taken  from  Lille  and  carried  to  Germany;  we  saw  arson,  rapine,  deso- 
lation— and  we  were  at  war.  We  ceased  to  be  neutral  in  our  minds 
from  the  time  the  first  German  army  assaulted  Liege.  We  tried  to  be 
neutral  in  fact.  But  the  time  came  when  even  our  neutrality  in  action 
had  to  be  abandoned.  We  drew  the  sword  that  the  world  might  be  made 
safe  for  democracy.  "He  that  is  not  with  Me  is  against  Me,"  said 
Christ.  "He  who  is  not  with  me  in  my  conduct  of  the  war  is  against 
me,"  cried  the  Emperor  of  Germany.  We  could  not  be  with  him  in 
the  sack  of  villages,  the  murder  of  innocent  men,  women  and  children ; 
we  could  not  approve  of  his  massacre  of  Aerschot,  his  burning  of  Lou- 
vain,  his  extermination  of  the  Armenians.  We  were  against  crime; 
we  declared  war  on  the  perpetrators  of  the  biggest  outrages  in  history; 
we  were  against  him ! 

We  are  at  war  because  we  believe  in  the  right  of  every  man  to  life 
and  freedom,  because  we  believe  in  the  sanctity  of  the  home ;  because  we 
believe  in  the  liberty  of  nations. 


Knowing  the  cause  of  this  international  conflict,  it  behooves  us  to 
know  who  the  prominent  men  are  that  have  part  in  it.  To  know  who 
Waddell,  Harnett,  Daniel  Boone,  John  Sevier  and  other  equally  worthy 
men  were  is  praiseworthy.  To  be  ignorant  of  the  great  men  of  the 
present  war  is  worthy  of  condemnation.  Who  are  the  Kaiser,  the  Crown 
Prince,  King  Albert,  King  George,  Lloyd-George,  Michaelis,  Joffre, 
Petain,  Von  Hindenburg,  etc.?  Where  are  Tpres,  Verdun,  Riga,  Bag- 
dad, and  what  are  the  most  important  places  of  battle? 

The  daily  papers  have  never  been  more  interesting.  The  world  is 
afire;  the  journals  bring  us  daily  the  reports  of  the  conflagration.  Shall 
we  remain  uninformed  when  even  the  least  of  our  students  are  inter- 
ested ? 

A  few  days  study  will  easily  make  us  acquainted  with  all  these  simple 
facts.     We  have  no  right  to  be  ignorant  of  the  great  men  who  have 


210  The  Teaining  School  Quarterly 

part  in  the  struggle.  Especially  should  we  know  what  America  is 
doing.  Who  are  our  generals?  What  is  our  hospital  staff  doing?  Who 
are  our  great  men  ? 


Knowledge  of  these  facts  will  stimulate  our  souls  to  contribute  actively 
to  the  success  of  the  war.     And  here  is  the  part  we  can  actively  play : 

1.  We  can  remain  in  touch  with  our  folks  and  our  friends  at  the  front. 
We  can  send  letters,  mail  literature.  We  have  more  time  to  write  than 
our  boys  have.  The  letters  from  home  should  be  more  frequent  than 
those  from  the  camp. 

2.  We  can  get  in  touch  with  some  soldier  who  has  no  friends  at  home. 
The  French  girls  have  "the  godmother  work."  They  obtain  information 
concerning  some  one  who  receives  no  letters.  They  send  him  all  sorts  of 
little  things.     They  "adopt"  him. 

3.  We  can  actively  contribute  our  work  to  the  Red  Gross  Society. 
It  will  be  almost  a  crime  to  make  Christmas  presents  for  each  other  this 
year,  wasting  our  time  on  trifles,  when  some  sore-wounded  soldier  will 
need  the  thousand  and  one  cares  of  the  Red  Cross.  Away  with  the 
Christmas  useless  gifts !  In  a  time  of  stress  like  this  a  mere  Christmas 
card  will  suffice.  Our  soldiers  need  all  manner  of  hospital  help.  Why 
not  give  it? 

4.  Our  school  children  can  do  "busy  work"  and  help.  There  are  trench 
torches  to  be  made  that  will  keep  some  boy  from  freezing  in  the  chilly 
trenches  in  Flanders.  The  climate  is  cold,  damp,  moist.  A  piece  of 
paper  and  some  paraffin  will  save  a  life — maybe  the  life  of  your  very 
friend  or  brother. 

Children,  even  in  the  First  Grades,  can  do  service.  They  can  bring 
rags  and  cut  them  into  little  bits.  Rag-pillows  are  needed  by  the  thou- 
sands, by  the  hundred  thousands.  A  card  to  Mrs.  Isaac  Manning,  Chapel 
Hill,  will  bring  the  needed  information.  Then  there  are  arm-slings  to 
be  made  of  old  sugar  sacks,  etc. 

5.  We  can  help  the  fight  by  eating  mostly  things  that  we  have  abun- 
dantly. Our  Allies  have  no  sugar.  They  never  have  learned  to  eat  corn 
bread.     They  need  wheat,  wheat,  wheat ! 

6.  Think  of  the  school  teacher  who  shall  have  created  unbounded 
enthusiasm  in  garden  work,  in  canning  and  preserving.  There  shall  be 
a  pig  club  in  her  school,  there  shall  be  a  poultry  club,  a  dairy  club.  Our 
Allies  need  the  food  that  we  can  produce,  we  must  produce  it ! 

7.  We  can  save  in  clothes,  in  shoes.  A  patched  shoe  will  be  a  sensible 
shoe.  Think  of  the  thousands  who  are  barefooted  because  the  leather 
supply  of  the  world  is  so  heavily  taxed.  A  patched  coat  will  not  be 
without  honor.  The  time  has  come  to  save  more  than  we  ever  saved. 
Wasting  is  a  crime ! 


What  Shall  We  Teachers  Do?  211 

8.  We  can  save  in  food.  Think  of  the  tons  of  good  bread,  good  food 
that  is  wasted  on  the  school  grounds !  What  about  a  school-pig  fed  on 
the  things  that  are  generally  thrown  away? 

9.  Best  of  all,  we  can  cultivate  a  spirit  of  devotion  to  our  country,  a 
spirit  of  loyalty  that  will  make  every  teacher  proud.  We  can  teach  a 
spirit  of  self-possession,  of  sacrifice,  a  spirit  which  the  wealth  of  recent 
years  has  made  us  almost  forget. 


This  great  war  is  reestablishing  the  value  of  things.  We  have  placed 
too  much  importance  on  things  that  are  unnecessary.  Now  the  call  is 
for  patriotism,  for  self-denial,  for  all  the  greater  moral  factors  in  the 
lives  of  the  individual,  in  the  life  of  the  Nation.  We  are  rebaptized  into 
a  broader,  a  nobler,  a  more  spiritual  life.  Shall  we'  teachers  pursue  the 
even  teaching  of  grammar,  of  geography,  of  writing  and  arithmetic, 
and  forget  the  greater  teaching  of  Life  itself? 

Because  of  their  belief  in  these,  the  greater  things  of  life,  our  sailors 
sail  our  seas,  our  soldiers  stand  in  the  water-soaked  trenches  of  Flanders. 
Because  of  these  ideals  Belgium  gave  her  life,  France  bled  herself  white ! 
Hundreds  and  thousands  of  men  are  at  this  moment  bleeding,  dying  on 
the  battlefields.  Our  very  sons,  brothers,  friends  are  crossing  the  waves. 
The  American  flag  is  waving  over  the  plains  of  Flanders,  on  the  hills 
of  Northern  France.  This  is  no  dream,  this  is  an  actuality.  This  War 
is  here!     We  shall  do  our  part  to  win  it. 


Food  Production  and  Conservation  in  North 

Carolina 

By  John  Paul  Lucas,  Executive  Secretary,  Food  Administration 

TN"  few,  if  any,  States  has  the  Government's  appeal  for  increased 
production  and  conservation  of  foodstuffs  met  a  readier  and  more 
telling  response  than  in  North  Carolina. 

Even  before  the  American  nation  was  definitely  engaged  in  war  with 
Germanic  Allies  North  Carolina's  foresighted  Governor  had  issued  a 
formal  proclamation  calling  upon  the  people  of  our  State  to  double  the 
number  of  their  home  gardens.  When  wair  had  become  an  actuality 
instead  of  a  strong  probability  the  Governor  was  prompt  to  take  steps 
looking  toward  increasing  the  acreage  and  production  of  food  and  feed 
crops  in  the  State. 

With  this  idea  in  mind  he  appointed  a  State  Food  Commission,  con- 
sisting of  Maj.  W.  A.  Graham,  Commissioner  of  Agriculture;  Mr.  B.  W. 
Kilgore,  Director  of  the  Agricultural  Extension  Service ;  Dr.  W.  C. 
Riddick,  President  of  the  State  College  of  Agriculture  and  Engineering; 
Dr.  H.  Q.  Alexander,  President  of  the  Farmers'  Union ;  Mr.  John  Paul 
Lucas,  President  of  the  State  Farmers'  Convention ;  Mrs.  Jane  S.  Mc- 
Kimmon,  Director  of  the  Home  Demonstration  and  Canning  Club 
Work  in  the  State;  Mr.  C.  R.  Hudson,  Director  of  Farm  Demonstra- 
tion Work  in  the  State,  and  Mr.  James  H.  Pou. 

The  commission  met  in  the  Governor's  office  April  17th,  and  deter- 
mined that  ai  vigorous  propaganda  for  increased  production  of  food 
and  feedstuffs  and  for  the  conservation  of  foodstuffs  should  be  con- 
ducted during  the  planting  season,  and  Mr.  Lucas,  because  of  his  combi- 
nation of  training  as  a  newspaper  man  and  farmer,  was  requested  to 
direct  and  conduct  such  a  campaign. 

Every  one  realized  that  time  was  short,  the  planting  of  spring  crops 
being  already  under  way.  The  campaign  began  actively  the  following 
day.  The  newspapers  of  the  State,  realizing  the  gravity  of  the  situa- 
tion, cooperated  liberally  and  the  newspaper  propaganda  was  especially 
effective.  A  State-wide  organization,  however,  was  also  effected  and 
invaluable  work  was  accomplished  in  every  section  of  the  State  by  ac- 
tive local  workers.  A  County  Food  Commission  was  appointed  in  each 
county,  consisting  of  the  chairman  of  the  Board  of  County  Commis- 
sioners, the  farm  demonstration  agent,  the  home  demonstration  agent, 
and  three  or  four  others  selected  by  them.  This  commission  brought 
into  active  cooperation  those  forces  which  were  already  interested  in 
crop  production  and  others  who  turned  their  time  and  energy  toward 
this  end.  Under  the  auspices  of  these  commissions,  mass  meetings  were 
held  in  every  township  and  community  of  many  counties  and  wonderful 


Food  Production  and  Conservation  213 

results  were  secured.  The  cooperation  also  of  chambers  of  commerce, 
boards  of  trade  and  other  organizations  was  enlisted. 

The  people  of  North  Carolina  had  been  importing  into  this  State 
food  and  feed  products  to  a  vailue  of  $SO,000,000  a  year,  this  total 
being  based  on  normal  prices  of  these  products.  Among  other  items 
25,000,000  bushels  of  corn  had  been  imported  yearly.  The  quantity  of 
canned  vegetables  and  fruits  brought  in  was  prodigious. 

As  a  result  of  the  work  of  the  North  Carolina  Food  Commission  dur- 
ing its  campaign  of  a  little  more  than  four  months,  with  the  coopera- 
tion, of  course,  of  the  other  effective  forces  of  the  State  working  along 
the  same  lines,  the  value  of  the  production  of  North  Carolina  gardens 
was  increased  by  $12,000,000  to  $15,000,000,  The  corn  crop  was  in- 
creased from  less  than  55,000,000  to  70,000,000  bushels,  an  increased 
value,  at  $1.50  a  bushel,  of  $22,500,000  in  this  one  crop  alone.  There 
was  a  tremendous  increase  also  in  the  acreage  and  production  of  Irish 
and  sweet  potatoes,  sorghum  for  syrup,  soy  beans,  cowpeas,  and  hay. 
The  increase  in  the  value  of  the  hog  crop  which  will  be  finished  and 
slaughtered  this  winter  and  spring  is  probably  not  less  than  $20,000,000. 
All  crops  considered,  it  is  estimated  that  the  increased  value  of  this 
year's  production  of  food  and  feedstuffs  in  North  Carolina  above  the 
production  of  last  year  is  not  less  than  $80,000,000,  while  it  may  be 
considerable  in  excess  of  these  figures. 

During  its  campaign  the  North  Carolina  Food  Commission  attempted 
to  bring  our  people  into  a  realization  of  their  personal  responsibility  in 
the  War  and  to  make  them  see  how  vital  their  active  cooperation  is  to 
the  Government.  It  is  a  notable  fact  that  in  those  counties  where  an 
active  compaign  was  waged  by  the  local  forces  and  the  people  were 
brought  to  something  of  a  realization  of  their  responsibilities  and  oppor- 
tunities, wonderful  results  were  shown. 

The  State  Food  Commission  was  without  authority  and  without 
funds,  and  necessarily  it  was  handicapped  to  a  considerable  extent,  but 
it  filled  the  field  effectively  and  prepared  the  way  for  more  effective 
work  by  the  Federal  Food  Administration  under  State  Food  Adminis- 
trator Henry  A.  Page,  who  promptly  annexed  the  executive  secretary 
of  the  State  Food  Commission  as  the  executive  secretary  of  the  Food 
Administration  in  North  Carolina. 

The  Food  Administration  is  charged  with  the  duty  not  only  of  seeing 
thait  our  own  people  are  supplied  with  foodstuffs  at  as  reasonable  prices 
as  conditions  warrant,  but  also  of  providing  from  the  country's  resources 
of  foodstuffs  a  sufficient  quantity  of  wheat,  beef,  pork,  fats,  and  sugar 
to  keep  the  armies  of  our  Allies  in  good  fighting  trim  and  the  civilian 
population  of  our  Allies  from  starvation.  Several  hundred  thousand 
people  in  neutral  nations  of  Europe  aire  threatened  with  starvation  also, 
and  our  best  information  is  that,  despite  the  very  most  that  the  Ameri- 
can people  can  do,  tens  of  thousands  of  innocent  people  will  die  from 


214  The  Training  School  Quabtebly 

starvation  and  exposure  during  the  next  five  months.  Thus,  the  Ameri- 
can people  are  confronted  not  only  with  a  problem  of  patriotism  and 
self-defense,  but  with  a  humanitarian  problem  as  well. 

In  order  to  meet  the  situation  the  American  people  individually  are 
requested  to  substitute  the  products  of  corn  and  other  cereals  for  wheat ; 
to  substitute  fish,  poultry,  game,  and  nitrogenous  vegetables,  such  as 
beans,  for  beef  and  pork  products,  and  to  exercise  the  most  rigid 
economy  in  their  consumption  of  sugar  and  fats.  It  is  not  necessary 
that  any  American  should  go  hungry.  We  have  ample  foodstuffs  of  a 
nature  that  makes  them  unsuitable  for  export  which  may  be  substituted 
for  the  products  which,  because  of  their  concentrated  nature  and  keep- 
ing qualities  are  suitable  for  export. 

The  success  of  the  War  and  the  fate  of  tens  of  thousands  of  women 
and  children  and  old  men  in  Europe  depend  upon  the  actions  of  the 
individual  consumers  of  foodstuffs  in  this  country.  The  food  is  needed 
NOW. 

Will  our  people  meet  the  situation  ?     Will  they  wake  up  in  time  ? 


The  Quest  of  Food  Substitutes 

Mabtha  Aemstbong 

OUR  Allies  must  have  wheat,  sugar,  fats,  beef,  and  pork.  Every 
patriotic  American  will  do  his  part  to  see  that  they  get  them. 
These  facts  seem  to  stare  the  teacher  of  cookery  in  the  face  in 
whatever  direction  she  turns,  for  these  very  materials  are  the  ones  she 
has  used  most  often  in  her  lessons;  they  seem  to  illustrate  most  clearly 
the  principles  she  wants  to  leave  with  her  students,  and  to  be  the  mate- 
rials with  which  they  will  work  in  after  years  when  this  war,  like  others, 
is  a  thing  of  the  past.  In  small  places  they  are  the  materials  most  easily 
secured,  and  (alas!)  even  with  our  present  high  prices,  they  are  some  of 
the  chearpest  of  the  available  supplies — a  fact  difficult  to  explain  in  many 
cases,  and  most  difficult  to  keep  in  the  background  when  preaching  food 
conservation  to  the  housekeeper  who  is  already  stretching  a  few  dollars 
to  the  utmost  in  providing  for  the  needs  of  her  family. 

On  every  hand  the  teacher  sees  advice  and  recipes,  learned  and  un- 
learned, practical  and  impractical,  as  to  what  to  substitute  for  these 
materials  and  how  to  do  it.  Some  of  these  substitutes  are  good,  while 
others  give  combinations  of  materials  that  result  in  dishes,  especially 
breads,  no  mortal  would  eat  anywhere  short  of  actual  starvation. 

What  is  a  legitimate  use  of  these  materials  in  the  classroom,  and  what 
and  where  must  she  substitute  for  them?  These  are  the  questions  that 
she  and  her  class  must  solve;  and  with  us,  as  yet,  the  solution  is  still 
to  be  found. 

In  bread-making,  for  this  part  of  the  country,  where  we  know  and 
eat  breads  made  of  cereals  other  than  wheat,  we  are  using  wheat  flour 
to  teach  biscuit  and  yeast  breads,  then  emphasizing  breads  made  of  corn 
meal  and  of  mixtures  of  corn  meal  or  wheat  flour  with  rice,  grits,  oat- 
meal, or  any  other  cereal  that  is  at  hand.  This  seems  a  better  plan  than 
to  make  all  breads  of  a  mixture  of  cereals,  as  it  offers  more  variety,  gives 
people  some  white  bread,  and  still  conserves  wheat.  Whole'  wheat 
breads,  too,  are  valuable,  as  they  require  less  flour  for  a  loaf  than  breads 
made  of  white  flour ;  but  whole  wheat  flour,  for  some  inexplicable  reason, 
costs  more  than  patent  flour ;  so  there  is  little  difference  in  the  cost  of  the 
two  loaves. 

In  cake-making  no  satisfactory  substitute  for  flour  has  been  found 
that  can  be  used  in  all  cakes.  In  gingerbread  and  cakes  of  that  type 
corn  meal  has  proved  a  very  satisfactory  substitute  for  part  of  the  flour ; 
and  in  devil's  food  mashed  Irish  potatoes  in  plaice  of  part  of  the  flour 
adds  very  materially  to  the  delicacy  of  the  cake  as  well  as  to  its  keeping 
qualities,  and  at  the  same  time  allows  us  to  eat  it  with  a  clearer  con- 
science.    White  cakes  made  partly  of  corn  starch  have  long  been  famil- 


216  The  Training  School  Quarterly 

iar  to  us  all.  Possibly  at  some  time  in  the  near  future  we  shall  be  able 
to  add  "Flourless"  to  the  "Eggless,  Butterless,  Milkless  Cake,"  for  which 
we  see  recipes  in  all  the  magazines;  but  that  time  has  not  yet  come. 

To  replace  sugar  we  may  use  honey,  molasses,  maple  sugar,  and  the 
syrup  from  preserves.  Of  these,  molasses  is  proving  the  most  satisfac- 
tory, as  it  is  the  cheapest  and  the  most  easily  obtained.  Honey  is  scarce 
in  this  section  of  the  country,  hence  is  expensive,  costing  at  least  five 
cents  more  per  pound  than  sugar.  Fruit  syrups  can  be  served  in  so 
many  other  ways  that  it  seems  a  pity  to  use  them  in  breads  and  cakes 
where  their  delicate  flavors  are  lost. 

In  fats  we  have  a  wider  field  tham  in  sugars :  peanut  and  cotton- 
seed oils,  chicken  fat,  beef  suet,  drippings  of  all  kinds,  nut  butters, 
especially  peanut,  black  walnut,  and  pecan  butters,  all  of  which  can  be 
made  at  home  from  Worth  Carolina  nuts.  For  those  who  own  cows, 
cream  has  wonderful  possibilities ;  but  in  the  laboratory,  with  the  milk- 
man doling  us  out  a  few  pints  of  milk  a  day,  cream  is  out  of  the  ques- 
tion. 

When  we  come  to  meats  here  again  we  are  fortunately  situated,  for 
both  fish  and  oysters  are  available.  Chickens  and,  in  some  cases,  rab- 
bits, squirrels,  and  birds,  are  good  materials  for  lessons. 

And  so  the  quest  goes  on.  Even  if  the  course  in  elementary  cookery 
seems  in  danger  of  developing  into  experimental  cookery,  even  if  there 
seems  a  possibility  that  the  student  may  lose  some  of  the  customary 
drill  on  principles,  she  may,  at  least,  gain  a  broader  knowledge  of  the 
possibilities  of  food  materials,  and,  better  than  that,  she  may  gain  a 
deeper  realization  of  her  duty  to  her  neighbor,  a  keener  sense  of  world 
values  and  civic  relations,  and  a  power  to  meet  emergencies  that  will 
serve  her  well  in  the  broader  responsibilities  and  privileges  now  opening 
to  women  the  world  over. 


War  Reminiscences 

By  Miles  0.  Sherrill,  Former  State  Librarian 

rDO  not  know  that  it  has  ever  been  decided  what  war  is.  General 
W.  T.  Sherman  said  "War  is  Hell."  I  cannot  bear  witness  to 
that,  for  I  have  never  been  there;  and  I  hope  that  none  of  us 
will  ever  go  there;  for  if  it  is  worse  than  war,  amd  especially  prison  life, 
we  will  all  do  well  to  so  live  as  not  to  go  there. 

Our  company,  A,  of  the  2d  N.  C.  (late  the  12th),  was  organized  in 
Newton,  Catawba  County,  in  April  and  May,  1861.  My  father,  Hiram 
Sherrill,  a  successful  farmer  near  Sherrill's  Ford,  had  died  in  1860. 
Mother  was  left  with  some  slaves,  and  several  farms.  I  tried  to  get  this 
dear  young  brother  to  remain  there,  for  he  was  too  young;  but  he  came 
to  us  at  Norfolk,  Va.,  in  1862.  He  came  and  enlisted  in  our  company 
and  had  the  name  of  being  one  of  the  bravest;  never  minded  a  skirmish 
or  fight,  and  at  the  battle  of  South  Mountain,  Md.,  September,  1862,  he 
was  wounded,  captured,  and  murdered.  Alf  Sigmon,  Co.  A,  who  also 
came  from  Catawba,  is  the  only  one  now  living  who  was  present,  for 
when  the  command  came  to  fall  back,  retreat,  none  were  left  but  the 
dead,  and  wounded,  and  no  one  knew  but  that  all  were  killed,  and  until 
Sigmon  returned  from  prison,  in  1865,  nothing  was  known  as  to  the 
wounding  of  Sigmon  and  Sherrill.  Comrade  Sigmon,  also  being 
wounded,  and  lying  near  Sherrill,  saw  what  was  done.  Alf  says  that 
at  the  command  to  "Fall  Back,"  he  was  shot  down  and  could  not  obey 
the  order;  that  Sherrill,  instead  of  retreating,  stood  up  to  fire  what 
looked  like  a  "farewell  shot."  As  he  did  so  and  turned  to  go  he  was  shot 
down.  Comrade  Sigmon  could  not  tell  how  he  was  wounded,  but  in 
firing  the  last  shot,  Sherrill  must  have  shot  a  Union  soldier,  for  when 
the  United  States  troops  came  up  a  half-drunk  soldier  stood  over  my 
poor  brother  and  bayoneted  him  to  death,  while  lying  on  the  ground 
wounded,  helpless,  and  a  prisoner.  I  could  not  have  done  a  poor  help- 
less dog  that  way.  Some  one  who  heard  of  that  sad  and  cruel  incident, 
asked  me  how  I  could  forgive  the  Union  soldiers.  I  said,  "Easy 
enough" ;  I  could  not  hold  the  Union  Army  responsible  for  what  one 
drunk  fool  did. 

The  Confederate  and  Union  soldiers  were  perfectly  friendly  when 
not  fighting.  Our  boys  would  swap  tobacco  for  rations,  for  the  Rebels 
had  the  most  tobacco,  the  Union  soldiers  had  the  most  rations  and  coffee. 
If  the  Confederates  received  an  order  to  fire  on  the  enemy  they  would 
holla:  "Look  out,  Yank;  we  have  orders  to  fire."  Then  the  United 
States  soldier  would  get  back  into  his  trench.     And  when  the  Union 


218  The  Training  School  Quarterly 

soldiers  received  an  order  along  the  line  to  fire  on  the  Rebels  they  would 
cry  out:  "Look  out,  Johnny;  we  have  orders  to  fire,"  and  they  hid  the 
best  they  could. 

In  April,  1861,  I  was  in  school  at  the  Bingham  Institute,  in  Taylors- 
ville,  N".  C,  and  on  April  27,  1861,  went  over  to  my  native  county  and 
enlisted  at  Newton,  N".  C.  I  never  got  back  to  that  school  any  more; 
but  spent  four  years  in  war,  ten  months  of  it  in  prison.  I  tell  this  to 
let  you  see  how  it  is  with  war.  Young  men  can  get  out  of  school,  as 
well  as  risk  their  lives,  and  often  never  have  a  chance  of  school  again. 
I  did  enter  high  school  at  Catawba  College  after  the  war,  but  was  elected 
probate  judge  and  clerk  of  Superior  Court  of  Catawba  County  in  1868, 
so  I  "quituated"  instead  of  graduating  at  Catawba  or  any  other  college. 
I  tell  these  things  to  aid  in  showing  the  disadvantages  of  war. 

Think  about  what  the  women  and  children  suffered  on  both  sides  in 
1861-5.  It  was  awful.  Think  how  much  money,  sorrow,  and  suffering 
could  have  been  avoided  if  it  had  been  agreed  to  compromise  and  paid 
for  the  slaves.  No  one  wants  slavery  now — at  least,  should  not.  "Let 
us  do  unto  others  as  you  would  have  them  do  unto  us."  "Love  is  the 
fulfilling  of  the  law." 

If  we  love  God  and  love  our  fellow-men,  we  will  not  want  war,  and 
we  will  agree  with  the  colored  president  of  the  school  at  Durham :  "We 
will  not  want  riots  and  lynchings.  The  trouble  with  those  things,  and 
war  is,  thait  the  innocent  suffer.  How  many  poor  women  and  children 
and  other  innocent  ones  suffer  from  the  bombs,  shells,  etc.,  thrown 
from  aeroplane,  guns,  and  other  firearms !  It  is  so  in  riots ;  so  many 
innocent  ones  have  to  suffer.  If  you  have  any  women  in  your  vicinity 
who  lived  in  1861-5  see  if  they  suffered  when  that  terrible  war  was 
going  on.     How  many  thousands  left  home  and  never  came  back ! 

In  May,  1864,  I  was  shot  at  the  battle  of  Spottsylvania  Court  House, 
Virginia ;  I  was  captured,  and  the  right  leg  was  amputated,  midway  be- 
tween the  knee  and  crotch. 

The  only  conversation  that  passed  between  Dr.  Cox  of  Ohio,  a  sur- 
geon in  the  United  States  Army,  and  myself,  was  there  on  the  late  battle- 
field. He  had  me  placed  on  the  table,  entirely  helpless,  and  I  said  to 
him:  "Doctor,  is  there  any  chance  to  save  my  leg?"  His  reply:  "I  am 
afraid  not,  Johnny."  The  next  thing  was  the  chloroform.  When  I  re- 
gained consciousness  I  glanced  over  at  a  pile  of  arms  and  legs,  al- 
ready amputated,  and  piled  up.  There  I  saw  the  right  leg  of  Miles  O. 
Sherrill  of  Catawba  County;  and  I  have  not  seen  it  since,  nor  do  I 
expect  to  see  it  until  the  day  of  judgment,  when  I  hope  to  see  it.  And 
I  expect  to  see  my  friends,  especially  that  young  brother,  James  Albert 
Sherrill,  and  other  relatives,  who  have  gone  before. 

I  spent  from  May,  1864,  until  April,  1865,  in  prison ;  and  among  other 
things  I  had  the  smallpox  and  the  doctor  in  the  hospital  said :  "Johnny, 
you  should  be  thankful  that  you  lost  a  leg."     I  wanted  to  know  why. 


Wae  Keminiscences  219 

He  replied :  "But  for  that  you  would  have  been  gone.  Did  you  notice 
the  great  increase  of  the  discharge  (virus)  from  your  stump,  since  you 
took  smallpox?"  I  told  him  I  certainly  did.  He  said:  "But  for  the 
lost  leg  you  would  have  been  gone.  You  had  one  of  the  worst  cases  of 
smallpox  I  ever  saw,  and  I  had  no  idea  you  could  live." 

President  Wilson  was  a  blessing  in  keeping  off  war.  It  had  to  come. 
We  now  trust  the  common  people  of  Germany  will  step  forward  and 
command  peace. 

In  the  last  of  1860  and  the  first  of  1861,  in  my  boyhood,  I  remember 
how  many  bright  speeches  were  being  made  over  North  Carolina.  The 
most  of  them  were  in  favor  of  secession  and  war.  Zeb  B.  Vance  was  the 
main  one  that  spoke  against  secession  and  war;  he  said  it  "would  get 
us  into  trouble."  I  heard  him  speaking  in  a  certain  courthouse;  he 
was  making  a  fine  speech.  Some  one  came  in  bringing  a  telegram : 
"President  A.  Lincoln,  calls  on  North  Carolina  for  5,000  troops." 
Vance  read  it,  laid  it  down,  and  stopped.  Then  he  exclaimed :  "That 
ends  it !  We  have  to  go  with  one  side  or  the  other,  and  we  will  go  with 
our  own  side."  The  courthouse  was  filled  with  cheers.  Vance  vol- 
unteered and  went  to  the  army,  and  became  colonel  of  the  famous  26th 
N.  C.  regiment,  and  did  his  duty.  Because  of  his  position  and  conduct 
he  was  elected  Governor  of  North  Carolina  during  the  war. 

I  remember  some  who  made  fiery  speeches.  To  have  heard  them, 
you  would  have  thought  they  would  be  among  the  first  to  go.  Many  of 
them  never  went  at  all.  I  will  not  give  the  names  now.  Their  own 
families  are  not  responsible  for  this  lack  of  patriotism.  It  is  easy  to 
favor  war  in  speech;  but  let  all  who  favor  it  with  tongue  be  ready  to 
march  when  called  to  go. 

I  had  never  heard  of  that  big  word  "cantonment."  It  was  in  the 
open  with  us.  Judge  W.  A.  Montgomery  was  an  officer  in  the  12th 
N.  C.  regiment.  Ask  him  as  to  our  experiences  in  rains  and  snows. 
The  judge  was  a  true,  faithful  soldier.  Sometimes  it  poured  down  on 
us,  rain,  hail,  and  snow;  we  had  no  shelter,  and  often  no  change  for 
drenching  wet  clothes. 

We  had  no  air  guns  or  automatics  in  those  days.  It  is  time  for  wars 
to  cease.  Think  of  the  innocent  ones  who  must  suffer !  War  is  the  most 
expensive  business  any  nation  can  engage  in.  None  but  the  cruel  can 
enjoy  war. 

Men  who  have  been  through  a  war  like  unto  1861-5,  need  no  warn- 
ing. We  want  those  who  may  have  to  go  to  do  all  they  can  to  establish 
peace  on  earth  and  good  will  to  all  mankind.  If  we  cannot  prevent  it, 
let  every  one  do  his  duty,  and  stand  by  our  faithful  President. 


Patriotic  Music  in  the  Grades 

Sat.t.ie  Best,  '18 

*W*V  H  HY  teach  patriotic  music  in  the  grades?  That  is  a  question 
fl  A  j  to  be  considered  by  every  teacber  at  this  particular  time  when 
^^■^  our  country  is  undergoing  the  greatest  difficulty  of  its  kind  in 
history.  The  children  hear  of  patriotism  at  home,  in  the  Sunday  school, 
and  down  the  street.  Why  should  they  not  hear  of  it  in  the  classroom 
through  patriotic  music  ?  The  patriotic  songs  bring  a  message  of  patriot- 
ism to  the  children  in  such  ai  way  that  they  get  the  spirit  and  enjoy 
them,  singing  them  with  enthusiasm. 

The  ideal  of  history  is  not  to  teach  facts  alone,  but  to  teach  patriot- 
ism, which  leads  to  the  development  of  a  better  citizenship.  The  good 
citizen  must  have  well-formed  habits  in  respects  to  his  community,  his 
fellow  members  at  large,  and  thereby  will  be  interested  in  his  nation.  In 
the  development  of  an  ideal  citizen  music  plays  an  indispensable  part. 
Some  great  man  has  said :  "Let  me  make  the  songs  of  a  country,  I  care 
not  who  makej  its  laws." 

Music  in  the  grades  can  be  made  much  more  interesting  and  bene- 
ficial to  the  students  if  they  thoroughly  understand  the  songs  they 
sing.  Patriotic  songs  are  useless  unless  taught  with  spirit.  The  spirit 
and  interest  taken  in  a  song  by  the  students  depend  entirely  on  the 
teacher.  When  the  teacher  puts  forth  her  energy  and  interest  in  a 
song,  the  students  in  return  put  forth  their  energy  and  interest.  There- 
fore we  see  where  it  is  necessary  for  the  teacher  to  understand  thoroughly 
a  song  before  she  teaches  it. 

The  patriotic  songs  which  should  by  all  means  be  taught  in  every 
school  are  as  follows:  "America,"  "Yankee  Doodle,"  "Dixie,"  "Star- 
Spangled  Banner,"  and  "Columbia,  Gem  of  the  Ocean." 

"America,"  our  own  patriotic  song,  the  words  of  which  were  written 
by  Dr.  Samuel  Smith,  was  adapted  to  an  old  English  air,  and  it  is  the 
national  air  of  England,  "God  Save  the  King." 

"Yankee  Doodle"  was  a  song  used  by  the  British  to  ridicule  the  Amer- 
icans during  the  Revolutionary  War.  The  Americans  took  this  ridicule 
with  good  spirit  and  turned  the  ridicule  on  the  British  by  adopting  the 
air  as  their  own  national  air.  The  words  we  now  have  were  not  com- 
posed until  1776,  about  the  time  Washington  took  command  of  the 
army.     This  song  is  a  genuine  American  song. 

"Dixie,"  our  own  Southern  air,  was  used  merely  as  a  song  for  amuse- 
ment before  the  Civil  War  and  was  not  at  first  adopted  as  a  Southern 
song.  This  song  was  used  even  during  the  war  as  a  piece  that  caused 
great  amusement. 


Patriotic  Music  in  the  Grades  221 

"The  Star-Spangled  Banner,"  our  national  air,  should  by  all  means 
be  emphasized  in  the  grades  as  our  own  national  song.  Every  child 
should  know  what  the  "Star-Spangled  Banner"  stands  for  and  should 
rise  immediately  when  they  hear  it  sung,  and,  if  there  is  a  flag,  salute 
the  flag  during  the  singing.  This  song  carries  a  sad  but  thrilling  story 
with  it  which  the  children  should  know.  During  the  war  of  1812, 
about  the  time  Baltimore  was  under  bombardment,  Francis  Scott  Key, 
who  was  a  prisoner  of  war,  was  on  a  ship  anchored  out  in  the  Chesapeake 
Bay.  From  this  ship  Key  and  his  friends  were  in  a  position  to  see 
our  flag  waving  over  Fort  McHenry  during  a  battle.  They  watched 
anxiously  all  day,  expecting  each  minute  to  see  our  flag  come  down.  At 
night  the  noise  of  the  bombardment  was  awful,  and  held  them  in 
suspense  until  in  the  morning  as  the  first  rays  of  the  sun  came  over  the 
hills  Key  could  see  our  flag  still  waving.  The  words  of  this  song  came 
to  his  mind  and  he  jotted  them  down  on  the  back  of  an  envelope.  That 
day,  after  he  was  released  as  a  prisoner,  when  he  reached  Baltimore 
he  had  handbills  printed  with  the  words  of  our  national  song. 

"Columbia,  Gem  of  the  Ocean,"  is  another  of  our  national  songs  which 
carries  a  spirit  of  feeling  with  it. 

The  children  should  know  something  about  the  national  songs  of 
other  countries,  so  that  they  may  feel  the  sentiment  of  the  songs  as  they 
feel  their  own.  "La  Marseillaise  Hymn,"  the  most  popular  of  the 
French  hymns,  was  composed  in  1792,  during  the  French  Revolution. 
It  was  sung  with  much  enthusiasm  by  the  soldiers  condemned  to  death 
as  they  were  led  out  to  give  their  lives  for  their  country.  The  sounds 
of  the  song  could  be  heard  until  the  last  one  of  twenty-one  was  taken. 
This  song  gained  its  popularity  after  "The  Reign  of  Terror"  and  was 
adapted  as  the  national  air  of  France.  This  song  is  sung  with  feeling 
through  all  America. 

The  new  songs  that  are  sung  by  boys  and  girls  today,  showing  our 
feeling  in  this  war,  are  very  interesting  to  teach  in  the  classroom.  A 
few  of  these  songs,  such  as  "We're  Going  Over,"  "Joan  of  Arc,  They 
Are  Calling  You,"  "Over  There,"  "What  Kind  of  An  American  Are 
You?",  "If  I  had  a  Son  for  Each  Star  in  Old  Glory,"  and  "Good  Bye, 
and  Luck  be  with  You,  Laddie  Boy,"  are  splendid  popular  patriotic 
songs  for  the  grades.  All  these  have  good  thoughts  and  a  martial  swing 
in  them  which  will  develop  a  sympathetic  feeling.  These  thoughts  can 
be  made  much  clearer  by  asking  questions  concerning  them.  The  chil- 
dren take  on  to  these  quickly  and  enjoy  them  very  much.  They  should 
be  used  to  stir  up  a  sentiment  of  patriotism  among  the  students  and  are 
good  to  use  in  patriotic  rallies. 

In  my  practice  teaching  in  the  Model  School  I  taught  as  my  first  song 
"We're  Going  Over."  I  tried  to  put  my  whole  heart  and  soul  into  the 
song  while  teaching  it,  and  the  children  were  carried  away  with  it.  I 
asked  thought  questions  about  different  phrases  in  the  song,  and  they 


222  The  Training  School  Quarterly 

gave  quick  response.  By  these  questions  the  children  soon  learned  the 
words  and  enjoyed  singing  it.  This  song  is  especially  good  to  mark 
time  by,  and  the  children  use  it  as  a  march  coming  out  of  chapel  in  the 
morning. 

The  following  are  a  few  of  my  questions  on  this  song,  "We're  Going 
Over." 

After  I  had  sung  the  song  for  them  I  let  them  name  it.  Then  my 
questions  were  as  follows :  "What  do  you  think  they  are  going  over  to 
France  for?"  "What  fuss  do  they  want  us  to  settle  up?"  "Do  we  care 
if  we  have  to  settle  up  this  fuss?"  "What  is  it  we  are  going  to  do  to 
prove  to  them  what  the  Yankee  Doodle  boys  can  do?"  "Who  are  the 
Yankee  Doodle  boys?"     "When  are  we  coming  home?" 

The  way  of  teaching  patriotic  music  depends  on  whether  it  is  taught 
to  a  class  or  to  a  crowd.  In  teaching  and  singing  patriotic  songs  such 
as  "America,"  "Dixie,"  and  "The  Star-Spangled  Banner"  the  children 
should  have  books,  if  possible,  but  in  teaching  the  popular  patriotic 
music,  as  "We're  Going  Over,"  and  "Over  There,"  rote  is  best.  The  di- 
rections for  teaching  rote  songs  are  as  follows : 

1.  Teacher  sing  song  through,  class  listen. 

2.  Informal  talk  about  meaning  of  song. 

3.  Teacher  sing  song  through  again. 

4.  Teacher  sing  first  phrase  many  times. 

5.  Class  sing  first  phrase,  teacher  listen. 

6.  Second  phrase  to  be  taught  like  first  one. 

7.  Teacher  put  two  phrases  together. 

8.  Third  phrase  to  be  learned  like  first,  also  fourth. 

9.  Put  third  and  fourth  phrases  together. 

10.  Teacher  sing  the  song  through. 

11.  Class  sing  the  song  through. 


Address  by  Samuel  M.  North,  Inspector  of  High 
Schools  in  Maryland 

mR.  SAMUEL  M.  NORTH,  State  Inspector  of  High  Schools 
in  Maryland,  delivered  an  address  at  the  Training  School  on 
the  evening  of  October  15. 

Mr.  North  gave  a  clear,  concise,  and  interesting  explanation  of  the 
system  of  public  schools  and  school  laws  in  Maryland,  and  the  conditions 
which  prevailed  prior  to  the  change. 

This  is  of  peculiar  interest  in  North  Carolina  just  now  because  of  the 
new  school  laws  which  have  just  gone  into  effect  this  year,  and  which 
are  similar  to  those  of  Maryland. 

Mr.  North  showed  the  professional  side  and  then  the  material  side. 

He  summed  up  the  situation  as  it  is  here  given. 

The  certification  of  teachers  has  been  taken  from  the  hands  of  the 
county  superintendents  and  placed  in  the  hands  of  the  Staite  Superin- 
tendent, and  the  selection  of  the  teacher  taken  from  the  board  of  trus- 
tees, or  committeemen,  and  placed  in  the  hands  of  the  county  superin- 
tendents. The  committeemen  are  held  responsible  for  the  material  help, 
and  the  teacher  is  no  longer  carpenter,  scrub  woman,  janitor,  paper- 
hanger,  etc.,  because  the  committeemen  see  that  these  things  are  at- 
tended to. 

Maryland  was  spending  a  great  amount  of  money  for  her  schools 
without  getting  the  results  she  should  get.  In  order  to  see  where  the 
trouble  lay,  a  survey  of  the  schools  was  made  and  a  type  study  was  made. 
The  result  was  a  new  set  of  laws.  She  is  spending  no  more  money  now, 
but  is  getting  results,  simply  by  readjustment. 

The  line  of  demarcation  between  the  high  school  and  the  elemlentary 
school  is  very  sharp.  The  requirements  for  the  former  are  that  the 
applicant  must  be  a  graduate  of  a  first-class  college,  must  have  had  200 
hours  of  secondary  education,  and  adolescent  psychology,  and  must  have 
pursued  her  specialty. 

The  elementary  teacher  must  be  a  graduate  of  a  high  school  and 
must  attend  a  normal  school  before  getting  a  certificate. 

When  Maryland  reorganized  her  system  of  schools  it  realized  that  the 
chief  thing  it  must  work  for  was  to  get  better  teachers,  better  classroom 
instruction  for  the  children,  and  that  this  could  not  be  done  unless  it 
had  trained  teachers.  Therefore,  one  million  dollars  was  set  aside  for 
the  rebuilding  of  the  State  Normal  School.  A  committee  inspected 
various  normal  schools  of  the  country.  Many  remember  well  their  visit 
to  East  Carolina  Teachers  Training  School.     When  they  reorganized 


224  The  Training  School  Quarterly 

their  normal  they  modeled  the  new  school  after  the  plan  of  this,  the 
Greenville  school.  Mr.  North  says  this  school  is  constantly  quoted  in 
Maryland  as  an  authority. 

Maryland  realized  that  the  biggest  tragedy  in  American  education  is 
the  old-time  country  school,  just  as  Worth  Carolina  is  realizing,  and  set 
herself  the  task  of  improving  these  schools  by  consolidating  them  and 
by  giving  the  teachers  professional  guidance  through  supervisors. 

The  new  laws  have,  been  at  work  in  Maryland  long  enough  to  prove 
that  they  can  work  well,  and  results  are  seen  at  every  turn.  That  means 
that  North  Carolina  will  soon  see  results  also. 

It  was  discovered  that  there  were  only  30  per  cent  of  the  teachers  who 
were  not  changing  each  year,  and  salaries  were  at  a  standstill.  In  spite 
of  the  great  sums  of  money  being  spent,  the  children  were  no  better 
taught  and  one  million  and  a  quarter  dollars  was  being  spent  on  65  per 
cent  of  the  children.  "A  thinker  thinks  aloud,"  therefore  it  was  im- 
pressed on  the  Legislature  that  the  schools  should  be  surveyed.  The 
General  Board  of  Education  actually  saw  40  per  cent  of  the  white  schools 
and  20  per  cent  of  the  colored.     They  made  type  studies. 

As  a  result  in  something  over  a  year  Maryland  had  these  new  school 
laws.  There  is  no  more  money  spent  than  by  the  old  way ;  it  has  been 
simply  a  matter  of  readjustment,  from  the  top  down. 

By  the  old  way  a  child  from  the  seventh  grade  could  get  a  certificate 
— and  could  get  a  school,  the  worst  and  hardest  kind  of  school  to  manage. 
Now  this  is  impossible.  Before  the  readjustment  some  counties  were 
full  of  small  schools;  for  example,  there  were  five  schools  only  three- 
quarters  of  a  mile  apart,  in  a  straight  line,  in  one  Eastern  Shore  County. 
Consolidation  has  changed  all  of  this. 

Every  county  in  Maryland  has  primary  school  supervisors,  helping 
tactfully  with  theory,  methods,  and  devices  gained  through  years  of  expe- 
rience, and  there  is  usually  more  than  one  in  a  county,  the  best  counties 
having  as  many  as  eight. 

The  old-time  county  superintendent,  who  was  a  mere  clerk,  a  mani- 
kin, is  now  a  real  personage  of  flesh  and  blood  and  brain. 

Now  the  children  are  going  to  school  partly  because  the  attendance 
officers  are  wise  women  who  see  that  the  laws  are  enforced.  The  per- 
centage of  attendance  in  1916-17  was  from  9  to  10  per  cent  higher  than 
it  was  the  year  before. 

The  three  things  that  are  strictly  professional  that  have  brought  about 
changes  have  been  (1)  certification  of  teachers,  (2)  supervision,  by  giv- 
ing teachers  a  source  of  help,  and  (3)  compulsory  attendance. 

On  the  material  side  the  two  things  that  have  received  careful  atten- 
tion are  (1)  architecture  and  (2)  accounting.  The  windows  have  been 
closed  on  one  side  and  enlarged  on  the  other  so  as  to  overcome  bad 
lighting. 


Address  by  Samuel  M.  North 

A  standardization  of  grades  Has  been  established.  Wo  longer  are 
students  who  are  doing  only  sixth  or  seventh  grade  work  classified  as 
eighth  or  ninth  grade.  The  course  of  study  in  the  high  school  has 
been  reorganized.  Latin  is  not  required.  In  the  course  leading  to 
college  the  requirements  are  four  years  of  English,  two  years  of 
Mathematics,  two  years  of  History  and  two  years  of  Science.  Domestic 
Science  is  in  the  course.  The  high  school  is  growing  fast.  In  the  past 
twenty  years  the  high  school  has  increased  four  times  faster  than  the 
population  of  the  country.  People  are  sending  their  children  to  the 
high  school,  and  from  the  high  schools  will  come  the  leaders. 

President  Wright  in  introducing  Mr.  Worth,  a  close  personal  friend 
and  a  former  coworker,  said  that  he  was  a  teacher  who  had  given  his 
life  to  the  work  and  had  no  apology  for  being  a  teacher,  because  he  loves 
folks.  In  its  code  of  laws  on  public  school  education,  he  said,  Maryland 
is  at  the  forefront.  The  new  laws  in  North  Carolina  profited  by  the 
laws  Maryland  was  just  putting  into  practice  and  followed  her  example. 
He  reminded  the  audience  of  the  fact  that  when  Maryland  was  planning 
to  reorganize  its  normal  school  it  sent  a  commission  here  to  this  school 
that  saw  what  we  were  doing,  and  that  they  followed  this  school  as 
nearly  as  possible. 

Mr.  North  impressed  the  people  of  the  Training  School  as  a  man  of 
magnetism  and  force. 


Impressions  of  the  University  of  Chicago 

Maria  D.  Graham 

V  *¥  B  HILE  the  impressions  one  gains  from  only  a  six  weeks  course 
IAN  in  a  great  university  are  very  .superficial  from  the  university 
^F^fc^  viewpoint,  they  mean  much  to  the  teacher  who  has  been  giving 
for  a  good  long  period  without  taking  time  to  stop  for  refreshment  or 
recreation.  Even  in  as  short  time  as  six  weeks  the  purposeful  teacher 
can  gain  much  in  enthusiasm,  in  inspiration,  in  encouragement,  in 
breadth  of  vision,  in  addition  to  whatever  knowledge  he  may  gain  in 
the  classroom  and  outside. 

While  Chicago  is  not  very  far  West,  it  has  a  decidedly  western  air  as 
compared  with  New  York  City.  The  bigness  and  broadness  of  the 
university  first  impressed  me  greatly :  the  large  campus,  the  broad 
stretches  of  rich  velvety  green  grass,  the  number  of  splendid  tennis 
courts  in  every  direction  filled  with  players  at  practically  all  hours  of 
the  day,  and  the  vast  number  of  large,  handsome  buildings.  Nor  could 
one  fail  to  be  pleased  with  the  harmony  of  the  whole  scheme  due  to  a 
well-defined  plan  and  to  one  style  of  architecture.  The  buildings  at 
some  universities  look  like  patchwork — some  of  stone,  some  of  red  brick, 
some  of  pressed  brick,  some  of  one  style  of  architecture  and  others  of 
another.  Such  is  not  the  case  at  Chicago  University,  for  all  the  build- 
ings are  of  brown  stone  and  all  of  a  similar  style  of  architecture.  It 
seemed  to  me  that  every  possible  building  was  to  be  found,  and  that  there 
was  no  limit  to  the  amount  of  money  that  had  been  spent  in  such  a  short 
time,  for  the  university  is  only  about  twenty-five  years  old.  I  had  not 
been  there  long,  however,  before  I  heard  of  many  improvements  to  be 
made  in  the  near  future. 

And  yet,  in  spite  of  the  bigness  of  the  place,  there  is  a  "homeiness" 
about  it  one  could  hardly  expect.  This  is  due  in  part  to  the  fact  that  the 
university  is  so  far  from  the  business  part  of  the  city.  It  is  really  a 
village  in  itself.  Instead  of  one  large  dormitory  for  women  students 
and  another  for  men,  there  are  five  dormitories  or  halls  for  women  and 
five  for  men.  Each  of  the  ten  dormitories  accommodates  from  forty  to 
seventy-five  people.  Each  has  its  own  homelike  parlor,  library,  and 
dining-room,  and  a  group  of  people  numbering  around  fifty  can  in  a 
very  short  time  become  fairly  well  acquainted.  The  increase  in  expenses 
because  of  so  many  dormitories  is  not  as  great  as  one  would  imagine, 
for  the  buying  and  cooking  and  the  laundry  work  for  all  of  the  halls 
is  under  the  same  management.  The  same  meals  are  served  in  each 
at  the  same  hour. 

The  number  allowed  to  register  for  the  various  courses  is  also  limited, 
and  therefore  most  of  the  classes  are  small.     Women  students  are  given 


Impressions  of  the  University  of  Chicago  227 

the  same  consideration  as  men  and  are  granted  admission  to  practically 
all  classes.  Within  the  last  two  years  a  special  woman's  building,  Ida 
Noyes  Hall,  has  been  constructed  and  presented  to  the  university.  The 
architecture  and  furnishings  are  not  only  handsome,  but  exhibit  the  best 
of  taste.  This  hall  contains  a  gymnasium  for  women  thoroughly 
equipped,  a  swimming  pool,  rest  rooms,  reading  rooms,  reception  halls 
for  all  kinds  of  socials,  a  ballroom,  and  a  cafeteria.  It  meets  a  long-felt 
need,  especially  on  the  part  of  women  students  who  cannot  obtain  rooms 
in  the  dormitories.  Mandel  Hall  is  the  general  assembly  hall  of  the 
university.  There  public  meetings  of  various  kinds  are  held.  In  it  is 
a  splendid  pipe  organ  which  is  used  at  the  chapel  exercises  conducted 
there  each  day  and  at  the  regular  Sunday  11  o'clock  service.  The 
chimes  which  peal  forth  each  morning  and  evening  bear  a  kindly  message 
to  all  expectant  listeners. 

As  for  the  work,  I  was  impressed  with  the  fact  that  every  one  was 
there  for  business,  and  that  grades  were  of  great  importance.  I  also 
received  my  first  introduction  to  "term  papers."  In  nearly  every  senior 
college  and  graduate  course  classroom  work  counts  for  one-third ;  a 
term  paper  which  represents  about  thirty  hours  of  reading  and  research 
work  counts  for  one-third ;  and  final  examination  counts  for  one-third. 
Because  the  recitation  counts  for  only  one-third  there  is  a  free  and  easy 
spirit  in  the  classroom. 

One  of  the  courses  for  which  I  registered  was  a  graduate  course  in 
Rural  Education.  There  were  two  sections,  one  large,  the  other  small. 
I  was  fortunate  in  being  in  the  small  section  in  which  there  were  only 
ten  students,  three  women  and  seven  men.  The  teacher  was  Mr.  George 
Roberts,  professor  of  education  in  Purdue  University,  Indiana,  a  real 
man  and  a  real  teacher.  Two  of  the  members  of  the  class  were  from 
Missouri ;  one  each  from  Michigan,  Minnesota,  Montana,  Ohio,  North 
Carolina.  Canada,  Japan,  and  India  each  had  a  representative  also, 
The  roundtable  conferences  were  indeed  interesting  and  instructive. 
They  were  eye-openers.  I  learned  that  where  the  teaching  of  agriculture 
really  amounts  to  something  there  must  be  a  school  farm  and  a  school 
garden,  and  that  the  teacher  of  agriculture  should  be  a  trained  man 
who  lives  in  the  community  in  which  he  teaches  and  be  employed  for 
twelve  months  in  the  year.  Among  some  of  the  topics  studied  and  dis- 
cussed were  the  following  which  make  for  better  rural  schools:  the 
reduction  of  the  number  of  school  officers,  the  prepared  and  efficient 
superintendent,  the  creation  of  a  larger  taxing  unit  (the  county  instead 
of  the  township),  a  different  basis  for  the  distribution  of  State  aid,  con- 
solidation and  longer  terms,  compulsory  attendance  enforcement,  better 
supervision,  better  trained  teachers,  a  redirected  curriculum. 

The  other  two  courses  for  which  I  registered  were  in  the  teaching  of 
mathematics.  Both  were  under  Professor  Myers,  head  of  the  Depart- 
ment of  Mathematics  in  the  School  of  Education.  The  one  dealt  with 
3 


228  The  Training  School  Quarterly 

the  teaching  of  high  school  mathematics,  the  other  with  the  teaching  of 
elementary  mathematics.  In  both  of  these  courses  each  student  was 
held  accountable  not  only  for  what  was  given  in  the  text-books  and  on 
class,  but  he  was  also  called  upon  for  a  short  oral  report  on  some  live 
article  dealing  with  mathematics  which  he  found  in  some  recent  mathe- 
mathical  magazine.  A  term  paper  on  his  individual  problem  for  the 
coming  year  in  the  teaching  of  mathematics  was  also  required  of  each 
student  in  both  courses. 

The  chief  topic  of  study  and  discussion  in  the  course  in  the  teaching 
of  high  school  mathematics  was  the  question  of  Unified  Mathematics,  or 
Fusion  Mathematics.  By  fusion  mathematics  is  meant  the  union  in 
instruction  of  arithmetic,  algebra,  geometry,  and  trigonometry,  so  that 
they  are  made  as  nearly  as  possible  a  coherent,  composite  whole.  The 
simpler  principles  of  the  above  subjects  are  brought  together  in  such  a 
way  as  to  lead  up  to  more  complex  aspects  of  these  branches  of  mathe- 
mathical  science.  Interest  in  this  question  of  fusion  mathematics  is 
what  took  me  to  the  University  of  Chicago  this  summer.  We  had  been 
attempting  some  work  along  this  line  for  two  years  here  at  the  Training 
School,  but  we  were  not  altogether  satisfied  with  results.  We  wished  to 
better  organize  and  unify,  so  I  went  to  where  it  had  been  tried  out  with 
success  for  a  number  of  years.  Professor  Myers  strongly  recommends 
a  course  in  fusion  mathematics  for  the  first  two  years  in  the  high  school, 
on  the  ground  that  such  a  course  approaches  most  nearly  to  the  domi- 
nant general  educational  ideals  of  today :  practicality ,  psychological  jus- 
tifiableness,  social  value.  The  University  High  School  has  met  with 
marked  success  in  teaching  fusion  mathematics.  They  claim  that  the 
number  of  failures  in  mathematics  has  been  greatly  reduced  and  that  the 
interest  in  the  subject  has  been  increased.  Graduates  of  the  high  school 
have  no  difficulty  in  entering  standard  "A"  colleges  and  in  making  good 
after  they  enter. 

Mr.  Breslich,  head  of  the  Department  of  Mathematics  in  the  Univer- 
sity High  School,  has  edited  a  series  of  text-books  in  which  arithmetic, 
algebra,  and  geometry,  together  with  a  good  deal  of  trigonometry,  have 
been  unified.  These  books  are  called  "First- Year  Mathematics,"  "Sec- 
ond-Year Mathematics,"  "Third-Year  Mathematics."  These  are  the 
texts  which  he  and  his  colleagues  use  in  the  high  school.  By  special 
permission  from  Dean  Gray,  I  was  allowed  the  privilege  of  observing 
Mr.  Breslich  teach  a  class  in  Second- Year  Mathematics  for  one  hour 
each  day.  There  I  saw  the  theory  studied  in  Professor  Myers's  class 
put  into  practice.  This  observation  class  meant  as  much  to  me  as  any 
other  course,  and  perhaps  more.  I  saw  that  pupils  should  be  made  to 
do  stiff  thought  work  in  fusion  mathematics  as  well  as  in  our  ordinary 
standard  courses.  As  a  result  of  the  two  courses,  we  already  have  on 
hand  Breslich's  First-  and  Second- Year  Mathematics  for  use  in  our 
two  preparatory  classes  here  at  the  Training  School. 


Impressions  of  the  University  of  Chicago  229 

In  the  course  in  the  teaching  of  elementary  mathematics  the  great 
values  of  motivation  were  stressed.  Plays  and  games  as  a  means  of 
motivating  arithmetic  were  strongly  recommended.  The  importance  of 
habituation  was  also  emphasized,  but  the  dangers  of  present  tendencies 
towards  habituation  without  a  proper  amount  of  rationalization  were 
carefully  pointed  out.  If  the  pupil  understands,  habituation  comes  with 
far  greater  ease.  The  only  way  one  can  fail  to  become  a  machine  is  to 
think  to  the  bottom  of  things,  to  rationalize. 

Standard  practice  tests  were  recommended  especially  for  drill  work 
in  the  elementary  grades.  Supervised  study  was  urged  for  pupils  taking 
either  elementary  or  secondary  mathematics.  In  fact,  supervised  study 
in  all  subjects  in  all  grades  from  the  fourth  up  seems  to  be  the  topic  of 
most  importance  to  educators  first  now. 

Because  of  the  remoteness  of  the  university  from  the  car  line,  and  be- 
cause of  a  full  schedule,  I  did  very  little  sightseeing.  Public  lectures 
and  addresses  of  a  very  high  order  were  open  to  the  students  each 
afternoon  without  cost.  Besides  these  free  lectures,  there  was  a  series 
of  pay  entertainments  given  Friday  evenings.  As  I  did  not  take  my 
tennis  racket  with  me,  my  recreation  consisted  of  an  hour's  walk  each 
day  either  to  Washington  Park  or  to  Jackson  Park.  Bathing  in  Lake 
Michigan  and  rowing  on  one  of  the  lagoons  were  enjoyed  by  many. 

From  the  above  account  you  can  draw  your  own  conclusions  as  to 
whether  or  not  summer  school  work,  even  for  only  six  weeks,  counts  for 
much  with  the  busy  teacher  who  is  unable  from  the  point  of  time  or 
money  to  afford  a  year  off  for  study. 


A  Menagerie  of  Plants 

"Sharp  Eyes,"  making  a  collection  of  plants  for  use  in  Nature  Study, 
finds  this  botanical  menagerie  living  in  peace  on  the  campus  of  East 
Carolina  Teachers  Training  School. 

"Woolly  Elephant's  Foot 

Partridge  Berry  and  Dog  Fennel 

Colt's  Foot  and  Horse  Nettle 

Hawkweed  and  Henbit 

Beggar's  Lice 

Pigweed 

Butterfly  Weed 

Babbit  Tobacco 

Toadflax  and  Rattlesnake  Root 

Dogwood  and  Fleabane 

Lion's  Tongue  and  Lamb's  Quarter 

She  wishes  to  transplant  from  other  fields : 
Adder's  Tongue  and  Bee  Balm 
Lizard's  Tail  and  Monkey  Flower 
Sheep  Laurel  and  Squirrel  Corn 
Turtle  Head  and  Whippoorwill's  Shoe 
Fox  Glove 
Tiger  Lilies 
Moccasin  Flower 
Catnip 

Will  some  one  help  her  find  them? 


(1)  The  Joyner   Schoolhouse   as   it    is  now. 

(2)  The  original  Joyner   Schoolhouse. 


Wfje  draining  ikfjool  (©uarterlp 

Published  by  the  Students  and  Faculty  of  the  East  Carolina  Teachers 
Training  School,  Greenville,  N.  C. 

Entered  as  Second  Class  Matter,  June  3, 1914,  at  the  Postoffice  at  Greenville,  N.  C, 
under  the  Act  of  March  3,  1879. 

Price:     $1.00  a  year.  25  cents  single  copy. 

FACULTY  EDITOR Mamie  E.  Jenkins 

STUDENT  EDITORS. 

LANIER  LITERARY  SOCIETY  POE  LITERARY  SOCIETY 

Sadie  Thompson,  Editor-in-Chief  Ruth  Fenton,  Business  Manager 

Cora  Lancaster,  Assistant  Editor  Elsie  Morgan,  Assistant  Editor 

ALUMNAE  EDITOR Bettie  Spencer 

Vol.  IV  OCTOBER,  NOVEMBER,  DECEMBER,  1917  No.  3 


The  acquisition  of  the  Joyner  School  as  the  Model 

The  Model  Rural  School  affiliated  with   East  Carolina   Teachers 

Rural  School 

Training  School  is  perhaps  the  most  significant  thing 

that  has  happened  in  the  history  of  the  School  since  its  doors  were  first 
opened. 

It  brings  to  fulfillment  the  promise  made  to  the  State  when  the 
School  was  established;  this  promise  is  incorporated  in  the  charter 
granted  by  the  State  Legislature  of  1907,  and  is  given  in  section  3, 
where  the  purpose  of  the  School  is  stated : 

"That  the  said  School  shall  he  maintained  by  the  State  for  the  purpose  of 
giving  to  young  white  men  and  women  such  education  and  training  as  shall  fit 
and  qualify  them  to  teach  in  the  public  schools  of  North  Carolina." 

The  authorities  have  been  fully  aware  of  the  fact  that  teachers  are 
not  fully  qualified  and  fitted  to  teach  in  the  public  schools  of  North 
Carolina  until  they  have  observed  and  taught  in  a  rural  school. 


The  opening  of  the  Joyner  School  is  the  third  step  in  putting  into 
practice  the  original  plans  for  giving  the  student-teachers  opportunities 
for  teaching. 


232  The  Training  School  Quarterly 

Growth  in  In  the  fall  of  the  second  year  of  the  School  there  was 

Practice  rejoicing   when   one   grade   in   the   Greenville   Graded 

Facilities  School  was  set   aside  as  a  practice  grade,  one  critic 

teacher  in  charge,  and  the  first  seniors  began  their  practice  teaching 
under  manifold  handicaps.  Great  indeed  was  the  rejoicing  when  the 
Model  School  was  opened,  with  four  grades  and  every  advantage  for 
practice  teaching.  This  was  in  the  fall  of  1914.  It  seems  to  advance 
in  decades  of  four  years.  For  four  years  the  seniors  trudged  to  the  one 
grade  at  the  graded,  school ;  for  four  years  they  have  had  only  four 
grades  in  which  to  teach.  Next  fall,  at  the  beginning  of  another  four 
years,  there  will  be  every  grade  below  the  high  school,  and  a  rural  school. 


_.     ,,.    ,      .  The  "Joyner  School"  has  become  a  part  of  East  Car- 

The  Work  of  *  r 

Joyner  School  olina  Teachers  Training  School  and  at  the  same  time 
This  Fall  keeps  its  own  identity.     The  work  this  first  year  is  that 

of  adjustment,  getting  things  in  shape  so  that  student-teachers  of  the 
Training  School  who  intend  to  teach  in  the  country  can  observe  the 
critic  teachers  doing  their  work,  both  in  the  schoolroom  and  in  the  com- 
munity, and  can,  under  the  supervision  of  these  critic  teachers  and  the 
direction  of  the  Department  of  Pedagogy  in  the  Training  School,  have 
some  practice  in  teaching  in  this  school.  This  means  that  the  critic 
teachers  must  first  have  a  chance  to  see  for  themselves  what  is  to  be  done 
and  that  the  people  must  have  time  to  grasp  the  situation  so  that  there 
will  be  no  loss  of  motion,  no  friction,  no  waste  from  pushing  ahead  pre- 
maturely. This  further  means  that  the  students  of  the  Training  School 
have  not  yet  started  their  work  in  the  school. 

Each  step  of  the  way  will  be  carefully  followed  and  fully  reported. 
The  teachers  of  the  school  will  report  their  problems  and  some  of  the 
things  they  are  doing,  giving  suggestions  to  others  from  time  to  time. 
When  the  student-teachers  get  to  work  out  there  their  suggestions  will  be 
published  in  the  Quarterly  just  as  those  from  the  Model  School  have 
been  published  for  the  past  three  years. 


Five  hundred  dollars  in  Liberty  Loan  Bonds  is  ex- 
Bonds'  L°aD  cellent  for  tllis  School.  The  significant  fact  is  not  so 
much  the  amount  of  money,  but  that  every  single  per- 
manent organization  that  has  any  source  of  income  subscribed  for  bonds. 
Classes  that  had  not  had  time  to  organize  came  together  for  this  purpose 
alone  and  bought  bonds.  They  caught  the  true  spirit  of  the  war  by 
stressing  the  idea  that  this  giving  was  to  be  made  from  what  they  had 
by  turning  it  from  some  other  place  to  this. 


Editorials  233 

The  feeling  was  strong  that  each  one  wished  to  have  an  active  part  in 
whatever  war  work  was  to  he  done. 


_,.     _  ,      ,  The  schools  have  placed  themselves  at  the  head  of  the 

The  Schools  ... 

and  War  roll  in  helping  with  war  work,  and  that  is  where  they 

should  be.  When  it  is  taken  into  consideration  that  the 
schools  are  all  consumers  of  wealth,  and  not  by  any  stretch  of  the  imag- 
ination can  be  placed  as  producers,  they  have  done  well  indeed.  The 
students  in  these  schools  have  nothing  of  their  own ;  they  have  no  ways 
in  which  they  can  make  money  except  to  readjust  their  allowances. 
Whatever  they  give  here  is  taken  from  there;  they  have  to  "rob  Peter 
to  pay  Paul."  If  they  get  up  dramatic  performances  and  bazaars  to 
make  money,  they  are  making  a  sacrifice  of  time,  and  in  a  schoolgirl's 
life  the  time  is  so  nearly  filled  there  must  be  a  careful  redistribution  of 
time  for  her  to  get  in  anything  beyond  the  routine.  The  teachers,  it  is 
a  well-known  fact,  are  on  salaries  that  give  little  margin  for  anything 
beyond  the  necessities  of  life. 

To  Liberty  Bonds  they  have  given  their  money,  and  most  of  it  comes 
without  taxing  the  homefolks,  but  by  doing  without  something.  To  the 
Ped  Cross  work  they  are  giving  their  recreation  time,  and  are  turning 
that  into  recreation.  To  help  in  food  conservation  they  are  giving  up 
chocolates  and  other  candy,  and  "eats,"  and  this  is  a  real  sacrifice  to  a 
schoolgirl,  a  sacrifice  that  others  hardly  realize. 


Deny  Yourself  Turn  your  Christmas  giving  into  war  work.     If  it 

Christmas  really  is  the  thought  and  the  feeling  that  make  the  gift 

Giving  count,  send  the  thought  to  your  friends  and  send  the 

gift  to  the  soldiers  or  turn  the  money  into  war  work.  Spend  as  much  as 
ever,  but  spend  it  differently.  Every  magazine  is  full  of  suggestions 
as  to  what  to  do.  The  article  in  this  issue  of  the  Quarterly  on  "What 
Can  We  Teachers  Do?"  has  suggestions.  The  Red  Cross  and  the 
Y.  M.  C.  A.  will  gladly  help  you  to  place  your  gifts.  That  soldier  boy 
from  your  own  home  or  neighborhood  knows  soldier  boys  who  have  no 
people  to  look  out  for  them.  You  and  your  friends  work  together  for 
the  boys.  Do  not  let  the  children  lose  faith  in  Santa  Claus,  but  they 
can  quickly  see  the  reason  for  fewer  toys  if  they  know  that  Old  Santa 
is  taking  the  things  they  did  not  get  to  little  children  across  the  seas,  or 
to  the  big  soldier  brothers  far  away. 

The  article,  "What  Shall  We  Teachers  Do?"  is  full  of  timely  sugges- 
tions, and  is  written  by  a  teacher  who  knows  and  understands  conditions 
thoroughly,  and  can  speak  with  feeling.  Read  this  again  and  again 
and  see  exactly  where  you  can  take  hold  and  do  your  part. 


234  The  Training  School  Quarterly 

„    ..  „  Hon.  James  H.  Pou  has  become  Worth  Carolina's 

North  Caro- 
lina's Interpre-      master   interpreter   of  the  war   to   the   citizens  of  the 

ter  of  the  War  gtate.  He  is  a  close  student  of  history  and  of  political 
situations,  and  is  one  who  can  see  far  back  into  the  causes  of  present-day 
conditions  and  events,  and  can  look  far  into  the  future  and  see  towards 
what  results  present  tendencies  are  moving.  Not  that  he  can  foretell 
what  will  be  the  outcome,  or  prophesy  as  to  what  will  happen,  but  he  can 
project  "ifs"  and  draw  conclusions. 

He  is  a  man  of  imagination  and  one  who  knows  people,  in  the  mass 
as  well  as  individually.  He  is  one  of  those  men  who  are  spending  them- 
selves utterly  for  the  cause,  trying  to  do  their  part  by  living  for  the 
cause  as  the  young  men  have  given  themselves  to  die  for  it,  if  necessary. 
His  interpretation  in  this  issue  of  the  Quarterly  is  worthy  of  being  pre- 
served among  the  documents  you  are  going  to  put  away  for  your  grand- 
children to  read. 


^,     „  The  reminiscences  of  the  veterans  of  the  War  Be- 

The  Bon 

Between  1861         tween  the  States  have  peculiar  significance  now.    There 

and  1917  js  a  svmpathy  and  understanding  between  this  genera- 

and  that  which  was  impossible  so  long  as  the  younger  people  had  had  no 

war  experiences.     It  is  fortunate  that  there  are  still  some  who  can  tell 

of  the  struggles  and  mistakes  and  failures  and  triumphs  of  those  days, 

and  can  help  us  to  profit  by  them.     Miles  O.  Sherrill,  so  well  known 

throughout  the  State,  in  recent  years  as  State  Librarian,  recalls  his  war 

experiences  and  lets  the  boys  of  today  see  how  a  young  man  of  that 

other  war  fared. 


,  _.    .  "To  read  of  the  experiences  of  the  soldiers  in  this  war 

Their  , 

Wounds  Soeak     is  thrilling,  but  I  have  seen  and  talked  with  those  who 

for  1  hem  have  been  over  the  top,  in  gas  fights,  and  in  air  raids, 

and  have  the  wounds  to  show  for  it,  and  that  is  what  makes  it  all  strike 

into  your  being."     This  is  what  one  soldier  on  the  other  side  writes. 

The  veteran  who  has  gone  through  a  long  life,  here  in  the  South,  without 

a  leg  or  an  arm,  a  figure  we  have  been  accustomed  to  all  our  lives,  is  now 

getting  a  sympathetic  appreciation  because  this  generation  realizes  the 

horrors  he  has  lived  throuffh. 


...     _    ,  "Eatless   parties"   should   become   the   fashion.    Ke- 

Make  Eatless 

Parties  Fash-  freshments  are  not  served  because  of   the  food  value 

ionable  0f  wjja|;  ls  served,  but  for  the  social  value.     Can  you 

not  prove  that  you  can  be  entertained  without  having  to  have  your  palate 

tickled  ? 


Editorials  235 

Are  you  keeping  before  your  public  tbe  need  for  tbe 

Are  You  wheatless,    meatless,    sweetless    meals?     There    are    so 

Helping?  .  .  .        ' 

many  things  left  lor  us  to  eat,  it  seems  as  if  we  could 

easily  give  up  the  few  things  we  are  called  upon  to  give  up.     We  of  the 

South  are  fortunate  because  we  have  been  partly  reared  on  cornbread, 

grits,  rice,  and  sweet  potatoes.     These  things  are  plentiful  and  we  do 

not  have  to  cultivate  a  taste  for  them.     Doing  without  them  would  be  a 

real  deprivation.     A  little  less  flour  bread  will  hardly  be  missed.     Yet 

even  if  we  missed  it  greatly,   we   still   should  give   it  up   cheerfully. 

Teachers,  are  you  preaching  the  gospel  of  the  clean  plate  and  helping 

with  food  conservation  ? 


Is  it  not  strange  how  quickly  we  become  accustomed 
Heed  the  Calls  to  a  thing  ?  Are  you  not  among  those  who  have  become 
so  accustomed  to  giving  that  the  more  you  give  the  more 
you  find  you  can  give?  We  had  a  feeling  that  we  were  being  sapped 
last  summer,  but  that  was  the  first  tapping  of  the  sap,  and  we  find  even 
now  that  the  sap  is  just  beginning  to  run  freely,  and  we  can  be  tapped 
time  and  time  again  without  being  seriously  injured. 

It  was  easier  to  raise  the  thirty-five  million  dollars  for  the  Y.  M.  G.  A. 
work  this  fall  than  it  was  to  raise  the  five  thousand  dollars  last  summer, 
the  campaign  workers  claim ;  and  they  do  not  expect  to  have  to  work  at 
all  for  the  next  money  they  call  for.  The  last  call  for  a  bond  issue  in 
England  went  faster  than  the  first  calls  three  years  ago. 


T  .   .   TT  The  embarrassment  of  the  richness  of  material  for 

Link  Up  .... 

School  with  enlivening  school  work  is  the  only  trouble  in  "linking 

the  War  Up  -yyj^  Jife"  every  subject  in  the  curriculum.     Here- 

tofore the  teacher  was  often  at  her  wits'  end  to  know  how  to  attach  the 
child's  experiences  with  things  they  should  know  in  geography  and  his- 
tory and  arithmetic ;  she  floundered  around  trying  to  get  outside  of  the 
little  routine  of  neighborhood  life  for  subjects  for  composition  in  Eng- 
lish, and  the  connecting  links  between  their  minds  and  the  necessary 
background  for  the  simplest  classics  sometimes  had  to  be  slowly,  care- 
fully, and  laboriously  built  up  from  the  outside.  What  a  change !  If 
the  teacher  only  halfway  keeps  in  touch  with  moving  events  she  can  lead 
the  children  out  into  events  that  illumine  the  whole  school  life.  Even 
those  of  us  who  thought  that  we  knew  and  had  understood  and  felt  have 
had  the  flashlights  of  present-day  events  clear  up  the  dim  spots,  aud  find 
that  much  of  it  was  gray  and  cloudy. 


236  The  Training  School  Quarterly 

You  may  have  been  lulled  to  sleep  by  the  soothing  sound  of  the  word 
"motivation"  on  the  pedagogue's  tongue,  but  that  abstract  idea  should 
now  be  a  live,  concrete  thing  in  your  work. 


_  .  True,  sister  teacher,  little  Johnnie  and  little  Susie 

Remember  . 

Jean  and  are  the  subjects  of  most  vital  concern  in  your  work, 

Susanne  therefore,  in  your  life,  but  are  you  letting  little  Johnnie 

and  Susie  stay  so  near  to  your  nearsighted  eyes  that  you  cannot  see  the 

little  Jeans  and  Susannes  and  the  whole  world  of  events  that  are  now 

centered  around  their  homes? 


_.     ,,.  .      .  He  that  hath  ears  to  hear  does  hear  the  voices  of  the 

The  Voice  in 

the  School-  teachers  in  the  counties  and  in  the  towns,  and  he  that 

room  hath  not  ears  to  hear  is  sometimes  blest  because  he 

does  not  hear  these  voices.  Do  teachers  think  that  the  mere  crossing 
of  the  threshold  of  the  school  causes  the  children  to  become  deaf?  Is 
it  because  they  imagine  themselves  on  a  stage,  with  a  back  gallery  to  be 
reached  and  the  orchestra  to  overcome?  Can  they  not  realize  that  they 
are  talking  to  children  who  are  in  the  same  room? 


_,,     _      ,       ,  The  meeting   of  the   Teachers'   Assembly  gives   the 

Assembly  in  teachers  an  opportunity  to  see  one  of  the  camps,  to  get 
Charlotte  jn  touch  with   the   atmosphere   of  the  war,   to   get   a 

glimpse  of  the  activities  of  the  training,  of  the  life  the  soldier  lives  before 
he  goes  over,  to  see  the  effect  of  this  on  the  community  into  which  it 
has  come.  Some  will  only  catch  the  outside,  see  only  the  uniformed  men, 
the  outward  show;  some  will  be  so  busy  with  their  own  problems  they 
will  not  see  beyond  the  one  thing  they  went  there  to  see;  while  others 
will  see  and  hear  all  there  is  to  see  and  hear,  both  in  the  meetings  of 
teachers  and  around  Charlotte. 


"I  want  it  said  of  every  Training  School  girl  that  her  word  is  as 
binding  upon  her  as  any  law  ever  written  upon  the  statute  books  of  the 
State."  "May  it  never  be  said  that  she  broke  her  contract  without 
cause."  These  are  utterances  by  President  Wright.  Peculiar  tempta- 
tions are  now  coming  to  the  teacher.  So  many  jobs  are  vacant,  looking 
for  teachers,  and  the  bird  in  the  bush  looks  so  much  more  attractive  than 
the  one  in  the  hand.     Be  careful  that  you  do  nothing  that  is  not  honest. 


Suggestions 


First  Grade  Conversation  Lessons  on  the  Home 

"Whait  can  I  possibly  do  with  this  subject  so  as  to  appeal  to  the  baby 
children  in  my  grade  ?"  was  the  question  that  confronted  me  when  I  had 
been  given  my  assignment,  language,  for  practice  teaching  in  the  first 
grade. 

"Home"  was  my  topic,  and  I  planned  my  work  so  as  to  get  from  the 
children  a  greater  appreciation  of  home  and  its  members  and  I  hoped  to 
get  freedom  and  ease  in  expression. 

The  three  questions  on  which  I  based  conversational  lessons  were  as 
follows : 

1.  What  did  you  do  before  you  came  to  school  this  morning? 

2.  What  does  mother  do  for  you  at  home? 

3.  What  does  father  do  for  you? 

The  collective  response  to  my  first  question  was : 

"I  got  up,  dressed,  washed  my  face  and  hands,  combed  my  hair,  ate 
my  breakfast,  and  came  to  school." 

As  each  child  wished  to  answer  the  question  himself,  this  took  up  the 
language  period  for  one  day.  It  was  found  almost  invariably  the  mother 
or  father  helped  them  do  almost  all  they  did.  This  naturally  led  up 
to  what  mother  and  father  did  for  them. 

We  got  from  the  children  such  replies  as :  "Mother  cooks  my  breakfast, 
helps  me  dress,  puts  me  to  bed.  Father  works  and  gets  money  to  buy 
my  clothes  and  food." 

To  make  home  more  impressive,  and  to  get  the  children  to  see  a  sim- 
ilarity between  our  home  life  and  that  of  animals  and  fowls,  we  had  a 
few  lessons  on  the  home,  and  family  life  of  the  chicken,  bird,  squirrel, 
and  rabbit. 

I  told  the  children  that  soon  we  were  going  to  build  a  little  home, 
but  before  we  began  I  would  tell  them  a  story,  "How  the  Little  Boy 
Got  His  Home,"  which  is  by  C.  S.  Bailey  and  C.  M.  Lewis,  from  "For 
the  Children's  Hour."     Below  is  given  a  brief  outline  of  the  story : 

1.  Introduction  of  the  little  boy  and  his  family. 

2.  The  "Home  Bank." 

3.  Plans  for  the  home  building. 

4.  The  father's  work  in  the  forest. 

5.  The  father's  return,  and  the  home  completed. 

The  children  became  very  much  interested  because  of  the  story  and 
the  idea  of  building  a  little  home.  The  story  proved  to  be  an  excellent 
introduction  for  the  playhouse. 


238  The  Training  School  Quarterly 

The  playhouse  had  to  be  very  simple  because  we  started  it  early  in 
the  year  and  had  only  a  very  small  corner  of  the  classroom  in  which  to 
build  it. 

We  used  two  wholesale  egg  boxes,  each  having  a  partition  in  the 
middle.  Our  idea  was  to  put  one  on  top  of  the  other,  having  the  front 
facing  open.  This  enabled  us  to  look  into  the  rooms  easily,  and  gave 
two  rooms  upstairs  and  two  downstairs.  We  had  no  doors  and  win- 
dows in  it. 

We  wished  to  leave  it  here  for  the  children  to  arrange  the  rooms  and 
see  if  they  could  think  out  a  plan  so  as  to  have  more  rooms  than  those 
already  provided,  using  just  the  two  boxes. 

In  the  next  few  lessons  the  arrangement  of  the  house  was  decided 
upon.  In  the  meantime  the  children  had  been  asked  to  observe  their 
homes.  One  lesson  was  especially  good  in  that  the  children  responded 
with  much  careful  thought  and  good  judgment,  giving  a  reason  for 
their  ideas. 

For  example,  when  we  were  discussing  how  we  were  to  arrange  the 
four  rooms  in  order  to  put  in  a  bathroom,  they  resented  the  idea  most 
bitterly  of  having  to  cut  off  part  of  the  dining-room  or  kitchen  and  put 
the  bath  next  to  these.  This  was  suggested  because  we  thought  we  could 
do  with  a  smaller  cook-room  or  dining-room  better  than  a  smaller  sit- 
ting-room or  bedroom.  We  also  wished  to  give  the  children  a  chance 
to  judge  and  decide  as  to  the  proper  placing  of  rooms  with  reference 
to  each  other.  They  finally  decided  to  take  out  the  partition  upstairs 
and  arrange  two  partitions,  making  the  bedroom  and  sitting-room 
smaller,  and  thus  make  room  for  a  bathroom  next  to  the  bedroom. 

The  children  appreciated  the  playhouse  much  more  because  they  really 
did  much  of  the  actual  work  themselves.  The  children  had  made  a 
foot  ruler,  and  learned  what  the  foot  and  the  inch  was,  in  a  drawing 
lesson.  They  were  eager  to  use  these  rulers  whenever  occasion  arose 
for  taking  measures  in  building  the  playhouse. 

I  took  a  group  of  boys  down  to  a  store  in  town  and  let  them  help  select 
and  measure  the  material  for  the  partitions  and  the  roof.  Another 
group  helped  saw  the  partitions  and  put  them  in,  and  cut  the  card- 
board roof  and  put  it  on.     Another  group  helped  paint  the  house. 

This  work  was  done  outside  of  class,  but  these  boys  gave  a  report 
to  the  class  of  all  outside  work.  In  one  of  the  drawing  lessons  they  had 
made  borders  for  papering  the  walls  of  the  playhouse,  so  we  took  a  class 
period  and  let  a  group  of  girls  paper  one  of  the  rooms.  We  called  these 
little  girls  our  "paper-hangers,"  since  we  had  leairned  the  names  of 
those  employed  in  building  a  house,  carpenter,  mason,  etc. 

My  time  having  expired  in  this  grade,  I  left  the  furnishings  of  the 
house  to  my  successor.  Clellie  Ferrell,  '18. 


Suggestions  239 

The  Harvest  as  a  Language  Topic  in  Second  Grade 

The  harvest  was  the  central  theme  around  which  I  grouped  a  number 
of  cooperative  language  lessons  for  the  second  grade  in  the  Model  School. 
This  topic,  as  I  dealt  with  it,  naturally  divided  itself  into  nine  dis- 
tinct lessons,  most  of  which  were  purely  conversational.  The  general 
purpose  of  this  piece  of  work  was  to  give  the  child  a  general  knowledge 
and  appreciation  of  the  harvest;  also  to  increase  his  conversational 
ability. 

I  introduced  the  harvest  in  general,  and  took  wheat  as  my  special 
topic  for  the  first  day.  I  started  with  the  bread  the  children  ate  for 
breakfast,  and  took  it  through  all  the  processes  from  the  grain  to  the 
loaf. 

First,  the  wheat  planting  was  taken  up  in  three  points :  time  for 
planting,  preparation  of  soil,  and  methods  of  sowing.  Then  followed 
the  growth  of  the  wheat,  the  appearance  immediately  after  sprouting, 
the  appearance  at  time  of  ripening.  Next,  naturally  followed  the  wheat 
harvest,  which  was  dealt  with  as  to  the  time  and  the  methods.  Some 
of  the  children  were  not  familiar  with  the  hand  method  and  others  knew 
nothing  of  the  reaper ;  thus  they  had  a  good  time  exchanging  experiences. 
Then  we  imagined  the  wheat  in  the  mill,  and  studied  all  the  different 
processes  through  which  it  went  to  become  nice  white  flour — the  crush- 
ing, the  sifting,  and  the  sacking.  Lastly,  we  saw  the  flour  distributed 
to  bakeries,  stores,  and  homes. 

A  few  members  of  the  class  had  never  seen  wheat,  and  knew  nothing 
of  the  source  from  which  their  bread  came;  hence  they  had  no  apper- 
ceiving  basis,  which  was  a  disadvantage.  But  most  of  the  class  re- 
sponded beautifully. 

Wheat  was  given  as  the  drawing  lesson  for  the  day,  and  the  song, 
"The  Mill  "Wheel,"  was  taught  at  the  music  period. 

The  story,  "How  Bread  Came  to  the  Children,"  the  wheat  lesson  in 
story  form,  found  in  Kindergarten  Review,  November,  1909,  was  used 
for  the  next  day,  to  fix  the  lessons  already  taught.  After  the  story  was 
told  by  the  teacher,  a  dramatization  was  planned  and  carried  out  by  the 
class. 

The  harvest  of  fruits  was  the  next  natural  division.  I  took  the  apple, 
the  peach,  and  the  grape  as  types,  and  led  the  children  to  compare 
them  as  to  relative  value,  and  to  name  the  uses  of  each.  This  was  fol- 
lowed by  the  marketing  of  these  fruits,  which  was  taken  up  in  two 
points :  marketing  at  home,  and  marketing  afar  off.  This,  of  course, 
involved  the  different  ways  of  gathering,  packing,  and  transportation. 
The  next  step  was  the  storage  of  fruits  raw  and  in  other  ways.  Before 
we  left  the  fruit  harvest  a  brief  summary  was  made  by  the  class. 

Pears  and  apples  were  drawn,  and  the  "Autumn  Song"  was  taught 
that  day. 


240  The  Training  School  Quarterly 

The  next  lesson  was  an  experimental  lesson,  and  it  had  a  number  as 
well  as  a  language  phase.  Under  directions  of  the  teacher,  the  class 
peeled,  cut,  measured  and  weighed  apples  for  drying.  This  introduced 
the  scales  and  the  quart  measure;  and  also  gave  the  child  a  practical 
lesson  in  the  storage  of  fruits. 

The  next  week  a  lesson  was  given  to  check  up  this  one.  The  class 
measured  and  weighed  the  fruit  again,  and  noted  the  amount  of  shrink- 
age and  the  loss  in  weight.  The  conclusion  was  that  drying  was  a  good 
way  to  store  fruit,  because  it  is  light  and  easily  handled,  and  keeps 
well.  A  good  bit  of  conversation  was  brought  in  about  drying  other 
fruits  and  vegetables.  This  was  handled  by  letting  the  children  ex- 
change their  own  experiences.  Finally,  under  direction  of  the  teacher, 
the  class  wrote  an  account  of  the  proceedings  and  the  results,  to  carry 
home  to  their  mothers. 

The  story,  "The  Big  Red  Apple,"  an  excellent  one  to  follow  the  fruit 
harvest,  was  given  as  the  next  lesson.  After  the  story  was  told,  and  the 
harvest  side  stressed  by  the  teacher,  a  dramatization  was  planned  and 
carried  out  by  the  class. 

After  the  fruit  harvest,  I  took  the  class  on  an  imaginary  nutting 
party.  They  planned  to  take  an  all-day  trip  down  Tar  River.  Each 
child  was  to  take  something  to  contribute  to  a  picnic  spread;  also  a 
basket  for  nuts  and  a  fishing  rod. 

The  real  teaching  came  in  the  gathering  of  the  nuts — walnuts,  hickory 
nuts,  scaly-barks,  pecans,  and  chinquapins.  We  took  up  how  each  grows, 
how  they  are  gathered,  and  their  uses.  Our  nutting  customs  were  con- 
trasted with  those  in  California,  where  they  suspend  school  two  weeks 
to  gather  nuts.  This  is  known  as  "Walnut  Vacation."  The  lesson  was 
ended  by  different  children  giving  their  own  nutting  experiences. 

The  harvest  of  vegetables,  another  natural  division,  was  divided  into 
three  points :  classification,  marketing,  and  storing.  The  vegetables 
were  classified  according  to  the  parts  used.  Some  of  the  leaf  vegetables 
taken  were  cabbage,  collard,  lettuce,  amd  mustard ;  roots :  turnips,  radish, 
carrot,  and  beet;  stem:  celery,  and  asparagus;  fruit:  tomato  and  okra; 
seed :  peas,  lima  beans,  and  corn ;  flower :  cauliflower. 

The  marketing  took  in  gathering,  packing,  and  transportation  of  the 
different  vegetables,  for  both  home  and  distant  market. 

Next,  I  took  up  the  storage  of  vegetables,  and  discussed  those  that 
could  be  canned,  and  those,  such  as  turnips  and  potatoes,  that  could  be 
stored  raw. 

Pumpkins,  turnips,  carrots,  beets,  and  radishes  were  given  in  the  draw- 
ing lessons  that  day  and  the  day  before. 

Corn  was  the  next  topic.  I  gave  the  Indian  legend  of  the  first  corn, 
taken  from  Hiawatha,  after  which  followed  a  conversation  lesson.  First, 
the  planting  was  taken  up  in  three  points :  time,  preparation  of  soil,  and 


Suggestions  241 

methods  of  planting.  Some  children  had  never  seen  the  old  method  of 
dropping  each  grain  by  hand.  Next  was  the  growth  and  cultivation  of 
corn,  and,  finally,  the  harvest.  The  different  hand  methods  of  pulling 
and  cutting  corn,  and  also  the  machinery  methods,  were  discussed.  We 
also  talked  about  the  old-time  corn  shucking  and  the  cribbing. 

The  various  uses  of  corn  were  dealt  with,  special  attention  being  given 
to  grinding  it  into  meal  for  bread. 

A  stalk  of  corn  was  given  as  the  drawing  lesson  for  that  day. 

After  we  had  finished  man's  harvest,  the  harvest  and  preparation  for 
winter  in  the  animal  world  was  taken  up.  First  we  took  the  squirrel 
and  discussed  his  zealous  habits  of  storing  nuts.  Poems  that  fit  well 
here  are,  "Bushy  Tail  in  October"  and  "The  Squirrel's  Arithmetic." 
The  habits  of  birds  in  fall  and  winter  were  studied — those  that  migrate 
and  those  that  stay  here.  The  scarcity  of  food  for  birds  was  mentioned, 
and  the  children  were  encouraged  to  feed  them  in  winter.  Next  the 
rabbit  and  the  opossum  were  discussed — their  ways  of  getting  food  and 
where  they  make  their  beds.  After  this  came  the  domestic  animals — the 
horse  as  a  type — and  what  they  do  in  fall  for  winter.  Finally,  we  took 
the  lower  forms  of  life,  such  as  the  worms,  ants,  snakes,  and  frogs,  and 
found  that  they  are  very  different  from  others  in  that  they  sleep  all  win- 
ter and  require  no  food. 

One  of  the  best  things  about  the  whole  piece  of  work  was  the  harvest 
poster.  All  the  fruits,  vegetables,  corn,  etc.,  that  were  drawn  were 
saved  and  the  best  selected  and  mounted  on  brown  paper  about  30"  x  42" 
Two  tall  stalks  of  corn  were  mounted  on  each  side,  and  the  fruit  and 
vegetables  about  the  middle,  in  groups,  each  according  to  its  kind.  This 
made  a  very  attractive  poster,  and  the  class  was  pleased  to  see  such 
results  from  its  work. 

A  farm  scene  on  the  sandtable  may  also  be  worked  up  effectively. 
When  the  harvest  topic  was  finished,  I  saw  that  the  children  had  a 
better  idea  of  the  harvest,  and  also  a  greater  appreciation  of  it. 

Gladys  Yates,  '18. 

[The  farm  in  the  springtime,  planting  the  seeds  and  getting  things 
started,  had  been  given  in  the  first  grade  in  the  spring.  A  sandtable 
was  made  and  the  children  had  planted  seed  and  had  watched  products 
growing.  This  was  written  up  in  the  Department  of  Suggestions  in 
the  winter  issue  of  the  Quarterly  for  1917. — Editor.] 

Indian  Legends 

Indian  Legends,  because  they  are  mythical  and  appeal  to  the  child, 
were  chosen  for  the  language  work  in  the  fourth  grade,  to  develop  organ- 
ization of  stories.     They  fitted  naturally  into  the  history  work,  also. 


242  The  Training  School  Quarterly 

I  chose  from  "Legends  of  the  Eed  Children,"  by  Mara  Pratt,  the  fol- 
lowing four:  "The  Legend  of  the  Rainbow,"  "The  Sun  a  Prisoner," 
"The  Opeehe,"  and  "The  Lily  Star." 

I  acquainted  the  children  with  Indian  life,  dwelling  mostly  on  the 
story  tellers  of  the  different  tribes.  I  told  how  the  Indians  loved  to  hear 
and  tell  stories  of  nature.  I  showed  them  a  picture  of  an  Indian  story- 
teller and  his  listeners  sitting  around  a  campfire.  I  gave  this  intro- 
duction in  a  story  form  with  questions  thrown  in.  The  value  of  my 
introduction  was  to  lead  the  children  to  understand  how  the  white  people 
obtained  these  wonderful  stories  and  put  them  in  books,  and  explained 
why  they  called  them  legends. 

They  decided  that  each  child  was  to  make  his  own  book  of  Indian 
Legends,  copying  each  story  neatly  in  the  book  as  they  learned  them. 
They  made  these  booklets  attractive  by  drawing  a  wigwam  on  the  cover. 

Before  presenting  each  story  I  rewrote  it,  translating  it  into  a  child's 
simple  words. 

I  read  the  story  to  the  children  as  a  whole,  asking  questions  while 
reading,  to  see  if  they  were  really  getting  the  meaning.  I  announced 
to  them  that  we  were  going  to  make  an  outline,  having  explained  that 
an  outline  was  something  that  people  used  when  writing  stories ;  that 
they  put  all  their  big  thoughts  in  the  outline  and  put  nothing  but  what 
was  needed  to  tell  the  story.  I  then  read  as  much  of  our  legend  as  would 
cover  our  first  big  thought,  and  asked,  "What  big  thing  does  this  talk 
about?"  I  would  always  let  several  express  their  thoughts  and  the  Test 
of  the  class  judge.  We  now  called  this  our  first  big  thought  and  wrote 
it  on  the  board. 

I  continued  reading  the  story  in  sections  until  we  had  all  our  big 
thoughts.  Then  we  went  back  to  our  first  big  thought  and  by  careful 
questioning  and  judging  we  filled  this  in  with  smaller  thoughts.  We 
filled  in  the  remaining  of  our  big  thoughts  in  the  same  manner.  I  al- 
ways told  the  children  that  we  wanted  to  put  in  only  what  would  be 
necessary  for  us  when  we  wanted  to  tell  our  story. 

As  we  passed  from  one  story  to  another  I  could  notice  that  the  chil- 
dren were  getting  more  capable  of  judging  the  thoughts  for  them- 
selves. 

After  we  had  made  our  outline  we  would  go  over  it  to  see  our  mis- 
takes. In  making  our  first  outline,  I  found  the  tenses  were  mixed,  so 
I  had  to  ask  them  if  it  would  sound  right  for  us  to  put  one  thing  as  if 
it  had  happened  a  long  time  ago  and  another  as  if  it  were  just  happen- 
ing. I  was  making  them  realize  tense.  In  the  following  outlines  the 
children  naturally  looked  back  to  see  if  we  had  all  our  things  happening 
at  the  same  time.  They  also  examined  the  thoughts  so  as  to  judge 
whether  we  could  leave  out  or  add  anything.     They  would  sometimes 


Suggestions 


243 


notice  that  we  would  have  some  of  our  smaller  thoughts  under  the  wrong 
big  one.  As  we  made  each  outline  the  children's  wits  were  getting 
keener  and  keener. 

Now  that  we  had  our  outline  correct,  we  proceeded  with  the  next  les- 
son, telling  and  writing  the  story.  I  had  the  outline  on  the  board  and 
let  several  children  tell  it  from  the  outline ;  then  they  all  wrote  it,  care- 
fully following  the  outline. 

I  corrected  these  first  papers  and  they  copied  them  over  in  some  of 
their  study  periods  and  had  them  ready  to  put  in  their  booklets. 

Besides  getting  the  idea  of  organization  the  children  were  getting  a 
clearer  idea  of  the  paragraph.  In  teaching  this  subject  this  student- 
teacher  learned  how  to  judge  ideas  swiftly  as  the  children  gave  them. 

The  following  are  two  outlines  of  the  story,  "The  Sun  a  Prisoner." 
The  first  is  just  as  the  children  gave  it,  with  the  tense  mixed,  etc.  The 
second  is  after  the  children  made  their  corrections. 


I.  Shooter  of  Birds. 
How  he  got  his  name. 

He  slept  for  hours  on  the  moun- 
tain. 

The  sun  scorches  his  coat. 

He  goes  home  to  get  a  cord  to 
punish  the  sun. 

II.  Shooter  of  Birds  ties  the  sun. 
The  animals  were  so  cold  that 

they  went  into  their  caves  to 
keep  warm. 
The   flowers  and  trees  drooped 
their  heads  for  the   want   of 
light. 

III.  The  mole  unties  the  cord  and 

sets  the  sun  free. 
The  sun  goes  up  and  gives  them 

light. 
The  animals  came  out  of  their 

holes   again   and   the   flowers 

lifted  their  heads  again. 

IV.  The  mole  was  blinded  because 

the  glare  of  the  sun  was  so 
bright. 
The  mole  could  still  smell  and 
enjoy    the    flowers    and    the 
weather. 


I.  Shooter  of  Birds. 

He  got  his  name  from  shooting 

birds. 
He  slept  for  hours  on  the  moun- 
tain. 
The  sun  scorched  his  coat. 
He  went  home  to  get  a  cord  to 

punish  the  sun. 
II.  Shooter  of  Birds  tied  the  sun. 
The  animals  were  so  cold  that 

they  went  into  caves  to  keep 

warm. 
The  flowers  and  trees   drooped 

their  heads  for  the  want  of 

light. 

III.  The  mole  untied  the  cord  and 

set  the  sun  free. 
The  sun  went  up  and  gave  them 

light. 
The  animals  came  out  of  their 

caves   and   the   flowers   lifted 

their  heads. 

IV.  The   mole  was  blinded  because 

the  glare  of  the  sun  was  so 
bright. 
The  mole  could  still  enjoy  the 
flowers   and   the  weather. 

Euth  Fenton,  '18. 


Assignments  for  Teaching  "Pandora" 

The  familiar  story  "Pandora"  is  one  which  may  be  handled  in  many 
ways  if  the  teacher  appreciates  the  story,  can  see  the  many  possibilities, 
and  is  able  to  take  advantage  of  the  opportunities  presented  in  it. 

In  my  teaching  of  the  story  in  the  fourth  grade,  my  biggest  aim  for  the 
group  of  children  with  which  I  was  working  was  to  improve  oral  read- 
ing, with  special  stress  upon  expression.  I  found  that  a  few  of  the 
children  had  read  the  story  before;  this  made  me  realize  that  I  must 
put  forth  every  effort  to  hold  the  interest  of  these  with  the  others. 


244  The  Training  School  Quarterly 

I  shall  give  a  few  suggestions  as  to  how  I  divided  the  story  with 
assignments  ais  given  for  each  lesson. 

In  my  introduction  I  explained  to  the  children  that  at  the  time  of  the 
opening  of  this  story  conditions  were  very  different  from  what  they  are 
today.  Then  everything  was  peaceful — everybody  was  happy.  Now 
what  is  our  situation?  We  are  in  war.  I  left  this  question  with  the 
children :  "What  do  you  suppose  could  have  caused  everything  to  he 
changed  so  much?" 

Going  from  this,  I  said :  "Wow  we  are  going  to  read  about  two  chil- 
dren, Pandora  and  Epimetheus,  who  disputed  and  quarreled.  Now 
let  us  find  out  what  this  quarrel  was  about  and  which  one  we  think  was 
right."  (In  this  discussion  this  quarrel  may  be,  in  a  way,  compared  to 
the  quarrel  between  the  nations.)  This  first  lesson  ended  at  the  point 
■where  Pandora  is  almost  tempted  to  open  the  box.  "Do  you  think 
Pandora  will  open  the  box?  Would  you  open  it?  Why?  Por  to- 
morrow find  out  what  Pandora  decides  to  do  about  it.  By  the  time 
you  get  through  page  96  you  will  know."  This  was  my  assignment  for 
the  second  lesson,  which  told  that  "The  winged  troubles  had  been  al- 
lowed to  fly  out  an  open  door,  all  abroad."  In  discussing  these  troubles, 
the  comparison  may  be  followed  up  by  suggesting  that  these  troubles 
were  as  great  for  Pandora  and  Epimetheus  and  as  hard  for  them  to  bear 
as  the  things  we  are  having  to  endure  seem  to  us.  Why?  Because  it 
was  such  an  unusual  thing,  bringing  out  the  idea  that  these  were  the  first 
troubles.  "Exactly  what  were  these  ugly  creatures,  and  what  did  they 
do?"  were  the  questions  naturally  arising.  These  I  assigned,  with  these 
remarks :  "Now  Pandora  and  Epimetheus  are  very  sad,  but  something 
will  happen  to  cheer  them  up.  Find  out  what  thait  is,  too."  After 
this  has  been  found  out  and  discussed  the  children  may  be  asked  to  sug- 
gest ways  in  which  Hope  helps  us  today. 

Through  using  these  assignments  and  taking  suggestions  from  the 
children  I  think  the  story  was  enjoyed  and  appreciated.  When,  after 
a  few  review  questions,  I  asked  for  suggestions  for  another  name  for  the 
story,  several,  such  as  "The  First  Trouble,"  "Trouble  and  Hope,"  "Why 
We  Have  Troubles,"  and  "How  Troubles  Came  Into  the  World,"  were 
given.     These  showed  that  the  thought  of  the  story  was  clear  to  them. 

Elsie  Morgan,  '18. 

Checking  up  Thought-Getting 

In  testing  the  children's  ability  to  get  thought  by  reading  silently  we 
decided  to  use  other  means  rather  than  oral  reading. 

The  children  were  told  to  read  silently  until  they  found  out  what  a 
certain  person  or  character  said  and  did,  then  some  child  was  called  on 
to  tell  the  class  what  he  read. 

Questions  were  asked  that  required  thoughtful  reading  on  the  part  of 
the  children.     They  were  told  to  find  answers  to  the  questions  by  reading 


Suggestions  245 

silently.  They  were  told  to  read  until  they  found  out  a  certain  thing 
and  see  if  there  was  anything  they  could  pantomime  or  dramatize.  Dif- 
ferent children  were  allowed  to  decide  what  should  he  done  and  to 
choose  as  actors  particular  children.  Sometimes  they  arranged  to  have 
a  short  dialogue. 

Some  of  the  questions  I  asked  in  the  story  "Alfred  the  Great"  will 
illustrate  the  way  in  which  I  handled  it.  "What  sort  of  man  was  King 
Alfred  and  what  did  he  do  for  his  country?"  The  children  found  the 
answer  by  reading  silently.  Instead  of  telling  them  to  read  a  certain 
paragraph,  I  gave  them  the  opportunity  to  decide  for  themselves  how 
far  to  read.  Some  child  was  then  called  on  to  tell  what  he  read.  All 
were  required  to  close  their  books  while  he  reported.  "What  did  the 
cowherd  say  to  Alfred?"  was  asked.  They  were  told  to  read  silently 
until  they  found  out.  Then  some  child  was  called  on  to  say  just  what 
the  cowherd  said.  If  there  was  anything  they  could  act  they  would 
readily  see  it,  and  delight  in  trying  to  imitate  some  person  in  the  story, 
while  the  other  children  guessed  what  they  were  doing.  For  example : 
when  King  Alfred  was  following  the  cowherd  home  one  child  imitated 
the  cowherd  leading  the  cattle,  several  children  imitating  the  cattle, 
and  King  Alfred  followed  behind.  One  child  imitated  Alfred  the  Great 
sitting  on  the  hearth  before  the  fire  making  arrows  for  his  men.  One 
little  girl  imitated  the  old  woman  in  the  story,  making  the  bread  and 
cooking  it.  Then  several  of  the  boys  tried  to  act  as  King  Alfred's  men 
did  when  they  saw  him  coming.  One  boy  was  Alfred  taking  charge  of 
his  army.  Sallie  J.  Williams,  '18. 

A  Columbus  Contest 

The  text-books  that  I  found  best  and  richest  in  detail  for  study  in 
working  up  the  story  of  Columbus  to  give  to  the  children  in  the  fourth 
grade  were  the  following : 

Columbus  and  the  Discovery  of  America,  by  Altemus. 
Socializing  the  Child,  by  Sarah  A.  Dynes. 
Stories  of  American  History,  by  Dodge. 

America's  Story  for  America's  Children,  or  Discovery  and  Explora- 
tion, vol.  II,  by  Pratt 
Beginner's  History  of  United  States,  by  White. 
Builders  of  Our  Nation,  by  Burton. 

Makers  of  American  History,  by  Chandler  and  Chitwood. 
American  Leaders  and  Heroes,  by  Gordy. 

I  picked  from  these  the  parts  that  would  present  the  most  vivid  de- 
scriptions to  the  children  and  thereby  make  the  impressions  as  real  and 
vivid  to  them  as  possible.  I  also  used  a  large  picture  of  "The  Landing 
of  Columbus"  and  "The  Eve  of  the  Discovery,"  and  presented  them  to 


246  The  Training  School  Quarterly 

the  children  for  study  and  discussion  when  these  points  in' the  story  were 
reached.  This  greatly  helped  to  strengthen  the  impressions  they  re- 
ceived. 

The  story  was  given  in  the  simplest  form  possible  and  in  full  detail, 
as  the  children  had  no  text-books  and  lacked  geography  as  a  hasis  for 
this  work.  My  outline  was  very  similar  to  the  one  given  in  "Sugges- 
tions" in  the  fall  Quarterly  of  1916;  but  this  year,  instead  of  sand- 
table,  we  used  a  contest.  I  did  not  use  the  sandtable  because  we  were 
in  different  quarters  and  it  was  not  convenient  to  have  one  there, 
though  I  wished  for  it. 

The  contest  was  given  by  using  questions  on  cards,  and  was  a  means 
of  checking  up  the  teacher's  work  and  also  of  seeing  if  the  children 
had  the  story  in  a  clear  and  connected  form.  I  made  out  a  complete  list 
of  questions  to  cover  the  story  of  Columbus.  These  were  taken  from 
the  preceding  lessons  and  brought  out  the  most  important  points  in  the 
story;  they  also  required  definite  answers  from  the  children.  Two  chil- 
dren were  selected  as  leaders  to  choose  sides,  thus  dividing  the  room 
into  two  sections.  Then  the  questions  on  the  cards  were  asked  the 
children,  first  of  one  section,  then  of  the  other,  as  in  a  spelling  match. 
The  card  with  the  question  on  it  was  given  to  the  child  answering  it 
correctly;  and  at  the  end  of  the  lesson  the  side  holding  the  most  cards 
was  the  winning  side  in  the  contest.  There  were  about  ninety  questions 
on  this  story,  some  of  which  are  given  at  the  close  of  this  article. 

The  children  greatly  enjoyed  this  method  of  reproduction,  which  was 
new  to  them;  it  appealed  to  their  instinct  of  competition  just  enough 
to  make  them  put  forth  their  best  efforts  to  win.  Each  child  was 
eager  to  answer  the  questions  and  give  his  ideas  on  the  different  points. 
The  work  in  this  contest  called  for  thought  on  the  part  not  only  of  the 
children,  but  I,  the  student-teacher,  found  that  it  required  swift  think- 
ing to  judge  whether  the  answers  given  were  definite  and  full  enough 
to  entitle  the  child  to  the  card. 

In  the  handling  of  this  story  I  fully  realized  that  it  is  possible  for 
children  to  get  real  history  without  text-books  in  their  hands.  I  also 
found  that  much  depends  upon  the  manner  and  personality  of  the  teacher. 
By  putting  one's  self  on  the  same  plane  with  the  children  and  being 
able  really  to  feel  and  make  them  see  the  lessons,  it  will  naturailly  reflect 
on  the  children  and  appeal  to  their  interest  and  imagination.  It  con- 
vinced me  that  history  is  not  just  a  subject  made  up  of  dry  facts,  but 
one  continuous  link  of  real,  romantic  adventures  and  happenings. 

A  few  of  the  questions  asked  on  the  story  of  Columbus : 

1.  Who  were  the  first  people  that  lived  in  our  country?  2.  Who  was 
the  first  white  man  to  come  over  to  this  country?  3.  Why  was  not  the 
path  that  the  sea  captains  used  in  going  to  India  a  good  one?  4.  Why 
was  Columbus  not  afraid  to  look  for  a  new  route  to  India?  5.  Why 
was  it  hard  for  Columbus  to  get  sailors  to  go  with  him  on  his  voyage? 


Suggestions  247 

6.  Why  was  every  sailor  so  anxious  to  be  the  first  one  to  see  land?  7. 
Why  did  not  Columbus  and  his  men  go  to  the  sbore  when  they  first  saw 
that  they  had  found  land?  8.  Wbat  did  the  people  on  this  new  land 
think  of  Columbus  and  his  sailors?  9.  Why  did  Columbus  decide  to 
call  these  people  Indians  ?  10.  What  were  some  of  the  things  that  Co- 
lumbus got  by  trading  with  the  Indians?  11.  What  would  he  have  to 
do  to  prove  to  the  people  of  Spain  that  he  had  really  found  a  land  on 
which  there  were  strange  people  and  things?  12.  Why  were  the  King 
and  Queen  so  happy  over  Columbus's  voyage?  13.  Why  did  he  not 
have  any  trouble  in  getting  people  to  go  with  him  on  his  second  voyage  ? 
14.  Why  did  the  people  that  came  to  this  new  country  soon  begin  to  dis- 
like Columbus?  15.  How  did  the  King  and  Queen  receive  Columbus 
when  he  was  sent  to  Spain  in  chains  ?  16.  How  did  the  people  of  Spain 
treat  Columbus  in  his  old  age,  and  in  what  condition  did  they  allow  him 
to  die?  17.  What  did  the  country  that  Columbus  thought  to  be  India 
prove  to  be?  18.  Why  should  Columbus  be  honored  as  much  as  if  he 
had  really  found  India?  19.  Why  has  the  discovery  of  America  proved 
to  be_  as  great  as  the  finding  of  a  new  route  to  India?  20.  Why  should 
all  the  children  in  America  study  about  Columbus? 

Mat  Renfrow,  '18. 

Language  and  Number  Work 

Lack  of  time  for  language  work  is  a  complaint,  particularly  among 
teachers  of  the  first,  second  and  third  grades.  This  shortage  in  the 
time  element  may  well  be  balanced,  if  the  teacher  puts  a  little  planning 
on  her  work,  consults  her  course  of  study,  and  correlates  language  with 
her  other  subjects. 

A  usage  language  lesson  may  easily  be  taught  in  connection  with 
number  work  in  the  grades  above  mentioned.  The  work  consists  of  drill 
on  the  additive  facts  and  that  great  bugbear,  the  multiplication  table. 
Of  course,  the  teacher  presents  these  facts  in  some  concrete  way,  but  as 
soon  as  this  is  done,  comes  drill,  or  putting  them  on  the  habit  basis. 
The  child  must  be  drilled  until  he  can  tell  you  five  and  four  are  nine, 
or,  three  times  two  are  six,  without  having  to  remember  these  may  be 
counted  with  blocks,  straws,  books,  etc.  Then  to  give  a  good  drill  we 
must  give  our  directions  in  series  and  clearly,  so  the  child  can  readily 
interpret  them.  If  the  child  can  give  these  directions  to  the  class  in  the 
same  way,  that  will  score  once  for  good  language.  There  is  another 
element  of  drill  valuable  for  language  work,  namely,  the  responses. 
These  can  be  made  grammatically  correct  as  easily  as  otherwise.  For 
example,  "Three  and  four  are  seven." 

Some  games  which  are  used  very  successfully  with  number  work,  and 
which  may  be  handled  from  a  language  standpoint,  are  "The  Guessing 
Game"  and  "The  Domino  Game."  The  "Guessing  Game"  is  simple 
and  easily  handled.     A  child  selects  an  additive  fact,  as,  six  and  seven 


248  The  Training  School  Quarterly 

are  thirteen,  and  comes  out  before  the  class  and  says:  "I  am  thinking 
of  two  numbers  whose  sum  is  thirteen;  of  what  am  I  thinking?"  Any 
child  raising  his  hand  may  be  called  upon,  and  he  will  use  the  form, 
"Are  you  thinking  of — and — are  thirteen?"  This  game  gives  a  num- 
ber of  guesses,  which  drill  on  both  number  work  and  language.  This 
game  may  also  be  used  with  the  tables  with  equal  success.  Each  time 
the  teacher  gives  the  rules  clearly  and  the  child  must  use  the  correct 
formula,  or  he  is  as  much  wrong  as  if  he  gave  the  wrong  combination. 

The  second  game  is  the  "Domino  Game."  To  give  the  number  facts 
in  a  concrete  form,  the  children  are  allowed  to  make  dominoes  with 
their  drawing  paper  and  crayon.  A  convenient  size  is  one  and  one- 
half  inches  by  one  inch.  They  make  only  the  combinations  with  the 
number  being  taught  that  day  and  play  the  game  to  check  up.  If  the 
children  are  learning  the  combinations  with  four,  in  the  game  they  have 
a  range  of  guesses  from  five  to  fourteen.  As  in  the  "Guessing  Game," 
a  child  selects  one  of  the  dominoes  and  comes  before  the  class  and  says : 
"I  have  a  card  which  we  have  just  made;  who  can  guess  what  it  is?" 
If  the  child  says,  "I  have  got  a  card"  he  is  checked  up  for  not  playing 
according  to  the  rules.  The  child  answering  asks,  "Have  you  four  and 
five  are  nine?"  or  any  of  the  combinations  with  four.  He  also  must  use 
the  correct  form,  or  he  is  counted  out  by  saying,  "No,  he  doesn't  know 
how  to  play,  and  we  don't  want  any  one  playing  who  doesn't  know  the 
rules,"  or  something  similar.  The  idea  is  keeping  the  child's  language 
standard  as  high  as  his  efficiency  in  number  work. 

The  above  games  are  only  indicative  of  the  possibilities  of  language 
in  all  drills.  Any  teacher  can  see  the  double  value  of  games  of  this 
nature,  that  is,  a  thorough  drill  on  the  work,  and  a  series  of  repetitions 
which  will  give  good  language  habits.  These  games  may  be  varied  from 
time  to  time,  when  the  teacher  finds  a  common  error  in  language,  thus 
she  is  putting  the  correct  form  before  the  child,  drilling  on  it,  amd  ap- 
pealing to  a  very  dominant  instinct,  play.  Estelle  Jones,  '18. 

Cutting  of  Playground  Games 

Cutting  playground  games  furnished  much  enjoyment  to  the  children 
in  the  third  grade. 

Before  the  cutting  began  they  talked  about  the  games  which  they 
liked  to  play,  then  the  student-teacher  told  the  pupils  that  they  had  let 
her  know  with  their  lips  what  they  liked  to  play,  and  now  they  might 
show  her  with  their  scissors. 

To  give  them  a  desire  to  do  their  best  work,  she  told  them  she  would 
select  the  best  cuttings  to  be  mounted  and  put  in  the  room.  The  student- 
teacher  promised  them  they  might  have  a  guessing  game,  after  they 
had  finished  cutting,  and  guess  from  the  cutting  what  the  game  was. 


Suggestions  249 

This  added  enjoyment  to  the  lesson.  Then  she  let  the  pupils  know  that 
she  also  had  cut  a  game,  and  they  might  guess  the  name  of  it  after  they 
had  guessed  each  other's. 

A  few  minutes  were  allowed  so  they  might  think  about  what  game 
they  wanted  to  cut.  Fifteen  minutes  was  taken  up  cutting  the  games. 
After  this  they  had  much  fun  guessing  what  games  the  cuttings  repre- 
sented. Then  the  cuttings  were  collected  and  later  the  best  ones  were 
mounted  for  a  playground  poster  which  was  displayed  in  the  front  of 
the  room. 

Some  of  the  games  which  they  cut  were :  "The  Slide,"  "Sling  the  Bis- 
cuits," "Mother  and  Children,"  "Volley  Ball,"  and  "Swings."  Most 
of  these  were  cut  so  well  that  the  children  had  little  trouble  in  guessing 
them. 

"The  Slide"  was  represented  with  two  pieces  of  paper,  one  being  the 
ladder  and  the  slide  and  the  other  being  used  as  a  support.  A  doll  was 
cut  sliding  down  the  slide.  A  group  of  dolls  having  hold  of  hands  was 
cut  for  the  game  of  "Sling  the  Biscuits."  In  cutting  the  game  "Mother 
and  Children"  they  cut  one  large  doll  and  several  small  ones  standing 
about  her.  One  mother  doll  was  cut  with  a  child  in  her  arms.  A  net 
and  a  ball  were  cut  to  represent  the  game  "Volley  Ball."  Holes  were 
cut  in  the  net.  The  ball  was  placed  on  the  poster  as  going  over  the 
net.  Some  of  the  swings  showing  the  tree  that  they  hung  from  were 
cut.  A  row  of  swings  was  cut,  some  having  little  dolls  standing  in  the 
swing,  while  others  cut  the  dolls  sitting  down  swinging. 

Mattie  White,  '18. 

Random  Suggestions  for  Opening  Exercises 

"Well  begun  is  half  done."  From  9  o'clock  to  9  :15  should  be  just  as 
important  a  part  of  the  day's  work  as  the  lessons  that  follow.  It  may 
be  truly  said  that  the  results  obtained  from  the  day  depend  entirely  on 
the  spirit  that  pervades  the  opening  exercises.  It  is  an  excellent  oppor- 
tunity to  encourage  free  expression  among  the  children  by  having  them 
relate  their  various  experiences,  thus  bringing  out  the  timid  and  en- 
couraging the  social  instinct.  One  should  vary  and  plan  opening  exer- 
cises well,  for  children,  just  as  adults,  tire  of  monotony,  or,  too  soon  they 
will  feel  that  this  time  is  the  most  boring  part  of  the  day. 

Below  are  a  few  suggestions  that  teachers  may  find  helpful  in  plan- 
ning opening  exercises.  These  were  all  used  in  the  second  grade  this 
fall. 

A  short  story,  as,  "Do  What  You  Can,"  may  be  told  them;  thus  inci- 
dentally leaving  a  moral  with  them.  Since  harvest  was  the  topic  the 
teacher  was  using  for  their  language  work  in  the  second  grade,  I  cor- 
related and  used  this  story  just  at  the  time  they  were  studying  about 
corn.  Often  a  nature  story  may  be  told  them,  as,  "How  Seeds  Travel." 
This  will  encourage  them  to  observe  nature  more  closely,  and  they  will 


250  The  Training  School  Quarterly 

learn  why  and  how  different  kinds  of  trees,  plants,  and  flowers  are  scat- 
tered.    This  idea  doubtless  has  not  occurred  to  them  before. 

"Why  we  are  talking  about  Columbus  on  this  particular  day?"  was 
the  question  I  answered  by  telling  them  a  short,  simplified,  and  carefully 
organized  story  about  him  him  on  Columbus  Day. 

An  occasional  short  poem  with  a  happy,  joyful  mood,  as  "Come, 
Little  Leaves,"  "September,"  and  "My  Shadow,"  by  Eobert  Louis  Ste- 
venson. It  is  sometimes  well  to  read  to  them  for  appreciation  and  follow 
the  reading  by  a  free  discussion  of  it,  and  sometimes  they  can  mem- 
orize it. 

As  all  children  possess  an  abundance  of  surplus  energy,  singing  games 
appeal  to  them..  "See-Saw,"  "The  Mill-Wheel,"  "Did  You  Ever  See 
a  Laddie  ?"  "This  is  the  Way  We  Wash  Our  Clothes"  may  be  used  effect- 
ively. Songs  that  are  full  of  action  and  can  be  made  real  by  dramatiza- 
tion, are  the  most  interesting  to  them. 

For  morning  prayer  we  sometimes  substituted  "Father,  We  Thank 
Thee." 

So  as  to  give  the  children  an  opportunity  to  tell  what  they  had  learned 
in  the  first  grade,  we  devoted  one  morning  to  reviewing  "Mother  Goose 
Rhymes."  After  a  few  suggestions  from  the  teacher,  the  children  eager- 
ly responded,  took  the  initiative,  and  dramatized  them.  The  results 
•were  very  favorable  as  well  as  interesting  to  them. 

As  the  greatest  interest  was  manifested  in  Hallowe'en,  they  dramatized 
a  story  that  had  been  taught  them  in  their  language.  This  they  thor- 
oughly enjoyed,  as  they  always  delight  in  displaying  their  newly  ac- 
quired knowledge.  One  morning  we  discussed  Hallowe'en  pictures,  the 
teacher  telling  stories  about  them.  Each  child  was  encouraged  to  give 
his  interpretation  of  them.  This  appealed  to  them,  for  several  had 
played  the  games  the  pictures  represented. 

Of  course,  every  experienced  teacher  knows  it  is  always  well  to  close 
by  singing  some  song  that  the  children  know,  in  order  to  get  them  in 
the  right  mood  for  the  day.  Bess  Tillitt,  '18. 

Notes  from  Observers 

The  student-teacher  in  writing  criticisms  on  observation  lessons  of 
their  fellow  teachers  prove  that  they  understand  what  they  are  working 
for,  and  have  a  bond  of  sympathy.  They  are  growing  in  power  of  dis- 
crimination and  discernment.  They  know  how  to  pick  out  the  things 
worked  for.  Below  are  a  few  of  the  criticisms.  You  will  see  that  they 
were  of  great  benefit : 

"Oh  wad  some  power  the  giftie  gie  us 
To  see  oursel's  as  ithers  see  us." 

"In  her  first  lesson  she  did  not  know  how  to  take  suggestions  from  the  chil- 
dren.    But  after  the  first  lesson,  she  was  ahle  to  check  up  these  points.     She 


SUGGESTIONS 


251 


readily  took  the  children's  suggestions  and  followed  them  out.  She  threw 
the  whole  responsibility  on  the  class  and  acted  as  a  leader  for  them." 

"She  was  natural  and  apparently  forgot  there  were  observers  in  the  room." 

"She  always  had  something  to  leave  with  the  children  for  another  day." 

"In  playing  the  song  she  became  so  interested  that  she  forgot  her  voice, 
which  rose  above  that  of  the  children." 

"She  was  a  good  teacher  because  of  her  composed  manner  and  ingenuity. 
When  her  planned  method  failed  she  invented  or  tried  others.  This  shows 
that  her  open-mindedness  will  help  her  to  meet  the  various  situations  in- 
volved in  teaching." 

"She  has  the  voice  requirements  of  a  good  teacher — which  must  neither 
be  too  shrill,  nor  bass.  A  good  teacher  must  possess  a  good,  emphatic,  ex- 
pressive, and  impressive  voice." 

"She  did  not  destroy  the  interest  of  the  class  by  constantly  calling  to  mind 
some  disorder  going  on,  and  she  gave  her  directions  definitely." 

"When  the  children  gave  a  point  she  had  not  thought  of,  she  took  it  at  its 
full  value." 

"Her  directions  were  always  very  direct  and  explicit  and  very  seldom  was 
there  confusion." 

"She  did  not  know  enough  about  her  plan  to  teach  it.  Later  her  work  was 
very  carefully  planned." 

"She  backed  up  against  the  blackboard  and  left  a  space  between  her  and 
the  pupils.  That  kept  her  from  being  physically  near  the  children.  She 
forgot  that  'to  be  mentally  near  you  must  be  physically  near.'  " 

"Her  statements  were  not  concise  or  clear,  and  she  could  not  wait  for  the 
children  to  think,  but  insisted  on  answering  her  own  questions.  Her  aims 
were  good  in  quality,  but  too  many  for  the  children  in  a  low  grade  to  read,  and 
get  both  mechanics  and  thought,  and  hold  them  in  mind.  A  good  point  was, 
the  amount  of  preparation  put  on  the  lessons  by  the  teacher.  This  shows 
that  the  teacher  is  earnest  in  her  work  and  anxious  to  succeed." 

"Some  good  points  in  X's  teaching  were:  (1)  her  self-confidence — she 
looked  as  if  she  had  something  to  say  and  that  she  knew  it;  (2)  her  pointed 
questions — when  she  stated  a  question  she  held  an  unwavering  countenance 
until  the  answer  came;  (3)  her  correct  standing  position  inspired  the  chil- 
dren to  stand  the  same  way." 

"Her  pictures  were  so  vivid  that  the  children  could  imagine  how  it  was. 
If  a  child  brought  up  a  point  that  was  on  the  lesson  she  followed  this  until 
it  was  made  clear  to  the  children." 

"An  admirable  thing  about  this  girl  was  her  good,  clear,  correct  English." 

In  C's  criticism  of  D's  lesson  on  drawing,  we  find: 
"I  liked  Miss  D's  teaching  inasmuch  as  her  voice  had  such  a  calm  and 
smooth  tone,  that  it  made  the  children  give  her  their  attention.  Her  questions 
were  definite  and  clear.  I  like  the  way  she  seemed  to  forget  her  observers, 
and  put  her  whole  soul  into  her  work.  She  worked  for  the  whole  room,  not 
for  the  individual.  Every  child  got  what  the  teacher  was  working  for.  Her 
aims  were  good." 

In  A's  criticism  of  B's  lesson  we  find  that  B  was  so  conscious  of  her 
work  as  a  teacher  that  she  did  not  leave  enough  work  for  the  pupils. 

S.  T. 


Reviews 

The  Bureau  of  Education,  in  cooperation  with  the  United  States 
Food  Administration,  is  issuing  a  series  of  Lessons  in  Community  and 
National  Life.  These  lessons  are  being  issued  in  the  form  of  circulars 
of  the  Bureau  of  Education.  The  first  appeared  on  October  1st,  and 
others  will  follow  on  the  first  of  each  month  up  to  and  including  May 
1st. 

The  lessons  consist  of  reading  material  in  form  to  be  put  directly  into 
the  hands  of  pupils.  The  text  in  each  case  deals  with  selected  topics, 
and  will  be  followed  by  questions  and  suggestions  as  to  topics  which 
may  be  studied  in  addition  to  those  presented  in  the  text.  Each  lesson 
is  accompanied  also  by  references  to  supplementary  reading  maitter  cog- 
nate to  the  text. 

There  are  three  grades  of  lessons,  one  designed  for  pupils  in  the 
fourth,  fifth,  and  sixth  grades;  one  for  pupils  in  grades  seven  and  eight 
and  in  the  first  year  of  the  high  school;  one  for  students  in  the  three 
upper  years  of  the  high  school.  There  will  be  32  pages  of  each  grade 
of  lessons  each  month. 

The  following  suggestions  are  offered  with  regard  to  the  introduction 
of  these  lessons  into  the  program.  They  can  properly  be  introduced 
as  part  of  the  work  in  reading  classes  and  as  subject-matter  for  discus- 
sion in  English  classes.  In  this  connection  it  may  be  noted  that  the 
subjects  taken  up  will  commonly  be  suitable  for  compositions.  Second, 
the  close  correlation  of  the  materiail  with  geography  and  history  jus- 
tifies the  use  in  the  grades  of  at  least  one  hour  a  week  drawn  from  the 
allotment  made  to  those  subjects.  Third,  where  a  course  in  civics  or 
a  course  in  current  topics  is  now  given  in  the  school,  the  lessons  will  be 
available  as  part  of  the  regular  work.  Fourth,  it  is  suggested  that  an 
independent  plaice  on  the  program  for  a  course  of  this  type  is  amply 
justified  even  in  the  crowded  curriculum  now  given. 

The  first  circular  deals  with  types  of  social  organization.  About  one- 
fourth  of  each  of  the  sections  of  this  circular  will  utilize  the  experience 
of  the  war  to  show  how  interdependent  are  the  members  of  a  modern 
social  group.  These  "war  lessons"  will  take  up  in  the  concrete  such 
topics  as  the  following :  What  the  war  has  used  up ;  what  the  war  pre- 
vents men  from  producing;  new  needs  which  grow  out  of  the  wair  and 
are  met  by  invention. 

The  section  of  the  circular  prepared  for  use  in  the  upper  classes  of 
the  high  school  presents  in  a  series  of  concrete  descriptions  the  contrast 
between  the  life  of  a  frontiersman  and  the  life  of  a  modern  city. 

The  section  for  the  seventh  and  eighth  grades  and  the  first  year  of 
the  high  school  describes  the  life  of  a  colonial  family  as  an  example  of 


Reviews  253 

a  fairly  independent  economic  unit.  Following  this  will  be  a  descrip- 
tion of  a  modern  factory  and  the  community  about  it,  and  a  description 
of  a  town  produce  market. 

The  section  for  the  lower  grades  deals  with  the  things  which  society 
makes  and  uses.  The  specific  topics  in  the  first  circular  are  the  making 
of  cloth  in  a  colonial  family,  the  water  system  of  a  town,  and  the  collec- 
tion, refinement,  and  use  of  mineral  oils. 

The  second  circular  deals  with  production  and  conservation.  The 
series  as  a  whole  will  deal  with  the  economic,  sociological,  and  civic  as- 
pects of  modern  life. 

An  edition  of  12,500  copies  of  the  first  circular  will  be  published  for 
distribution  by  the  Bureau  of  Education.  Subsequent  circulars  will  be 
published  in  editions  of  3,000  copies. 

The  Superintendent  of  Public  Documents  is  prepared  to  supply  re- 
prints of  each  of  the  sections  of  32  pages,  when  these  are  ordered  in 
bulk.  The  sale  price  of  these  reprints  is  to  be  found  on  the  order  card. 
Small  schools  are  asked  to  consolidate  their  orders  through  the  county 
superintendent  or  through  the  State  department  of  education. 

It  is  recommended  that  teachers  secure  for  their  own  use  each  month 
the  three  sections.  Those  in  the  lower  grades  will  find  material  in  the 
sections  designed  for  the  upper  grades  which  will  give  them  the  prin- 
ciples that  they  should  incorporate  into  their  teaching.  In  like  manner 
the  teachers  in  the  upper  grades  will  find  illustrative  material  in  the 
section  prepared  for  the  lower  grades. 

The  arrangements  provided  make  it  possible  to  supply  during  the 
year  to  each  pupil  256  pages  of  reading  material  at  an  aggregate  cost 
of  8  cents,  and  to  supply  to  a  teacher  768  pages  of  material  for  24  cents. 

Commissioner  of  Education  P.  P.  Claxton  in  a  letter  to  superintend- 
ents says : 

"Much  of  the  material  to  which  attention  should  he  given  in  such  courses 
is  to  he  found  in  the  environment  of  the  school.  The  lessons  provided  will 
be  most  successful  if  they  lead  teachers  and  pupils  to  study  the  communities 
in  which  they  live. 

"All  school  officers  are  urged  to  join  in  this  plan,  and  by  the  use  of  the  les- 
sons and  by  encouraging  the  study  of  community  problems  near  at  hand,  to 
aid  in  developing  general  instruction  in  the  schools  of  the  United  States  in 
the  privileges  and  duties  of  life  under  our  modern  social  organization." 

Herbert  Hoover,  Food  Administrator,  in  a  letter  to  the  superintend- 
ents says : 

"These  lessons  will  serve  the  very  urgent  immediate  purpose  of  calling 
attention  to  the  necessity  of  conserving  food  and  all  other  resources  of  the 
Nation.  They  will  serve  at  the  same  time  the  broader  purpose  of  training 
pupils  in  the  schools  to  recognize  their  rights  and  obligations  in  the  coopera- 
tive society  in  which  they  live. 


254  The  Training  School  Quarterly 

"I  urge  all  school  officers  to  promote  with  vigor  this  plan  for  the  more  defi- 
nite and  comprehensive  teaching  of  democracy." 

The  letter  from  President  Wilson  is  published  in  full  page  elsewhere. 


Bulletin  (1917),  No.  36,  of  the  Bureau  of  Education:  Demand 
for  Vocational  Education  in  the  Countries  at  War,  by  Anna  Tolman 
Smith,  specialist  in  foreign  educational  systems,  answers  the  frequent 
requests  for  information  as  to  current  activities  in  regard  to  vocational 
education  in  the  principal  European  countries  engaged  in  the  present 
war. 

The  lessons  of  war  and  the  waste  of  war  have  made  the  education 
and  training  of  youth  between  the  ages  of  thirteen  and  eighteen  a  para- 
mount question  in  every  nation  engaged  in  the  conflict.  Therefore,  the 
existing  provision  for  this  purpose  and  its  further  development  have 
excited  an  interest  never  before  manifested. 

One  advantage  of  Germany's  system  of  elementary  education  is  that 
in  the  last  year  of  the  course  the  boy  is  given  some  kind  of  technical 
training  in  the  workshop  attached  to  the  school  or  in  other  ways.  Fol- 
lowing are  three  principles  of  the  German  system  which  have  been 
gradually  and  effectively  worked  out:  (1)  It  is  universally  applied;  (2) 
attendance  is  compulsory  for  all  boys  after  the  completion  of  the  ele- 
mlentary  school,  and  for  a  large  proportion  of  the  girls;  (3)  employers 
are  obliged  to  cooperate  with  the  State  in  carrying  out  the  provisions 
of  the  law.  However,  one  objection  to  this  system  is  that  it  tends  to 
divert  attention  from  the  community  and  to  fix  it  on  the  egoistic  trade 
centers,  as  is  shown  in  the  absolute  want  of  every  general  formative 
discipline,  like  literature  or  history.  The  monotechnical  day  schools 
have  one  important  objection :  they  make  it  easy  for  the  pupil  whose 
ambition  is  greater  than  his  capacity  to  forsake  a  career  in  which  he 
could  succeed  for  one  of  greater  distinction  in  which  he  is  almost  bound 
to  fail. 

In  France  the  lack  of  compulsion  in  respect  to  vocational  schools  has 
been  recognized  as  one  of  the  faults  of  the  system.  To  overcome  this 
and  other  evils  a  bill  which  establishes  the  principle  of  compulsory  edu- 
cation at  public  expense,  in  continuation  schools  for  all  young  people 
who  have  completed  the  required  term  of  elementary  education  is  under 
consideration.  Since  it  applies  to  boys  who  do  not  attend  the  secondary 
schools  up  to  the  age  of  twenty  years  and  girls  up  to  the  age  of  eighteen, 
it  must  be  threefold — intellectual,  vocational,  and  physical.  The  pro- 
visions of  the  bill  are  such  as  to  centralize  control  of  education,  but 
city  or  communal  committees  have  direction  of  the  continuation  classes. 

England  is  alive  to  the  danger  of  neglecting  young  people  at  the  most 
critical  period  of  their  lives.  Schemes  varying  in  detail  have  been 
brought  up  by  the  different  associations  interested   in   education   and 


Reviews  255 

social  welfare,  but  they  agree  in  demanding  that  the  period  of  com- 
pulsory education  shall  be  extended  and  that  all  continuation  schools 
should  provide  for  vocational  education.  A  draft  of  revised  regulations 
has  been  issued  by  the  board  of  education,  which  is  taking  advantage  of 
the  interest  awakened  by  the  events  of  the  war. 

From  the  careful  survey  of  each  country  as  is  given  in  this  bulletin 
we  conclude  that  France  and  England  are  about  equal  in  their  progress 
toward  a  national  system  of  continued  education.  In  regard  to  the 
outlook  on  this  subject,  its  complex  relations,  and  the  new  forces  which 
the  war  itself  will  bring  to  bear  upon  the  problem,  the  bulletin  gives  a 
passage  from  the  address  of  Lord  Archbishop  of  Canterbury  to  the  House 
of  Lords,  which  sums  them  up  strikingly.  In  regard  to  the  returning 
soldier  he  asks  the  pertinent  question :  "Ought  he  to  be  satisfied  with 
the  old  conditions  as  regards  housing,  and  as  regards,  in  some  depart- 
ments of  life,  wages  and  the  rest?"  E.  M. 


Higher  Technical  Education  in  Foreign  Countries.  Bulletin  (Nov., 
1917),  No.  11,  Bureau  of  Education. 

The  purpose  of  this  bulletin  is  to  meet  the  demand  of  school  officers 
and  business  men  of  the  United  States  for  information  about  the  organ- 
ization and  conduct  of  the  foreign  schools,  their  courses  of  instruction, 
and  the  relative  value  of  diploma. 

In  a  broad  survey  of  the  subject,  it  is  seen  that  the  term  technical  is 
more  generally  restricted  to  schools  which  specialize  in  engineering  and 
mechanical  arts  that  involve  the  application  of  science,  and  it  is  in  this 
limited  sense  that  the  term  is  used  in  this  bulletin.  But  even  this 
restricted  province  includes  schools  exclusively  professional,  and  those 
that  combine  with  departments  of  professional  engineering  a  wide  range 
of  specialties  relating  to  productive  industry. 

Although  it  is  impossible  to  set  up  an  exact  uniform  scheme  of  presen- 
tation for  these  institutions  or  to  draw  comparisons  between  their 
standards,  it  may  be  said,  however,  that  all  the  institutions  here  classed 
as  technical  require  the  same  entrance  qualifications  as  the  universities 
of  their  respective  countries  and  confer  diplomas  that  have  equal  value 
with  the  university  diplomas. 

The  material  presented  includes  (1)  a  survey  of  the  studies  prelim- 
inary to  the  higher  technical  schools,  (2)  accounts  of  typical  schools, 
(3)  statistical  summaries  comprising  additional  institutions  of  the  same 
order.  So  far  as  possible  the  information  in  regard  to  each  country  is 
arranged  under  the  given  heads  in  the  order  named  above. 

Detailed  programs  which  are  used  in  practically  all  institutions  are 
put  under  the  head  of  typical  schools  to  avoid  wearisome  repitition. 


256  The  Training  School  Quarterly 

The  courses  of  study  preliminary  to  the  higher  technical  instruction 
are  covered  by  the  programs  of  secondary  schools  which  in  nearly  all 
foreign  countries  are  fixed  by  official  decrees  and  are  strictly  maintained. 
Marked  deviations  from  these  standards  are  discussed  under  the  different 
countries. 

It  is  noticeable  that,  while  the  courses  of  preparatory  study  differ  in 
scope,  stress  is  invariably  placed  upon  mathematics  and  the  elements  of 
the  exact  sciences.  Thus,  while  the  same  mental  maturity  is  demanded 
in  candidates  for  the  higher  education,  whether  general  or  technical,  it 
is  recognized  that  the  latter  depends  upon  the  habit  of  exact  observation 
and  close  reasoning,  which  is  the  product  of  scientific  training.  Prac- 
tically, however,  the  two  orders  of  higher  education  rest  upon  the  sarnie 
basis. 

In  a  completely  organized  system  of  technical  education  the  line  of 
relation  between  the  lower  grades  and  the  highest  starts  with  the  model- 
ing and  weaving  exercises  of  the  kindergarten  and  is  continued  by 
manual  training  and  sciences  in  elementary  and  secondary  schools. 

The  close  relation  between  the  progress  of  industry  and  that  of  tech- 
nical education  is  emphasized  anew  in  every  survey  of  this  subject. 
These  two  purposes  have  determined  the  subsequent  development  of 
technical  education  to  a  great  extent  in  all  foreign  countries. 

C.  L. 


In  the  American  Schoolmaster  Florence  Shultes,  Instructor  in  His- 
tory, State  Normal  College,  Ypsilanti,  Michigan,  has  a  very  delightful 
and  comprehensive  article  on  The  World  War  and  the  Status  of  Women. 
In  the  following  paragraph  will  be  seen  the  sum  of  her  article : 

"There  has  heen  an  obvious  change  in  public  sentiment  during  the  last  six 
months  regarding  the  question  of  women's  recognition  after  the  war.  Surely, 
the  work  of  Europe  will  be  better  done,  for  the  jobs  will  be  distributed  ration- 
ally, not  arbitrarily.  Woman  has  responded  to  every  call  made  upon  her;  and 
only  when  war  is  over  and  the  final  reckoning  of  the  nations  made  will  it  be 
possible  truly  to  appraise  her  work  and  measure  her  worth.  Her  advance, 
intellectually,  because  of  the  larger  world  in  which  she  has  been  a  factor,  and 
because  of  the  new  opportunities  for  education,  both  formal  and  practical,  that 
have  come  as  a  result,  will  make  it  imperative  that  she  be  considered  in  all 
great  movements  initiated  hereafter.  Gains  made  by  women  in  one  country 
will  soon  be  reflected  in  che  life  of  other  countries,  for  international  ideas  of 
all  kinds  are  today  growing  and  spreading  rapidly.  One  wonders  if  it  will 
ever  again  be  necessary  for  women  to  ask  for  what  they  have  called  in  the 
past  their  'rights,'  and  whether  they  have  not  established  themselves  on  equal 
terms  with  all  men  of  all  ages.  Or  can  that  be  accomplished  only  after  they 
possess  the  ballot?"  g_  X. 


Eeviews  257 

Military  Training  in  Foreign  Countries,  Bureau  of  Education, 
Bulletin  (1917),  No.  25. 

A  bulletin  on  military  training  published  by  the  Bureau  of  Education, 
shows  the  widest  variation  in  type  of  training  for  boys  of  the  school  age. 
Great  Britain,  although  she  has  resorted  to  conscription  in  the  present 
war,  has  not  had  military  training  of  boys  of  school  age  except  in  the 
nature  of  strictly  voluntary  work  carried  on  by  private  agencies.  The 
following  is  a  brief  statement  of  the  practice  in  twenty  of  the  nations 
of  the  world.  Many  of  the  statements  have  been  obtained  directly  from 
the  embassies  or  legations  of  the  nation  concerned : 

British  Empire: 
Great  Britain. — Strictly  voluntary  work  carried  on  by  private  agencies. 
Australia. — Military  instruction  compulsory  for  all  boys  from  12  to  18  years. 
New  Zealand. — Military  instruction  compulsory  for  boys  over  14  years. 
Canada. — Military  instruction  carried  on  in  voluntary  cadet  corps. 

France: 

Prescribed  military  instruction  without  arms,  and  rifle  practice  in  ele- 
mentary and  higher  elementary  schools.  Ages  9  to  13  years;  rifle  practice 
limited  to  boys  over  10  years  of  age.  Specially  trained  instructors.  Strong 
organizations  carry  on  the  work  of  military  preparation  among  older  boys. 

Germany: 

Voluntary  organizations  of  older  public  school  pupils  and  students  of  second- 
ary schools.  Training  loithout  arms.  Decrees  issued  during  the  war  provide 
for  preparatory  military  training  of  all  boys  over  16  years  of  age. 

Austria-Hungary  : 

Austria. — Voluntary  organizations  for  military  training  of  pupils  of  second- 
ray  schools,  under  government  protectorate.  Optional  rifle  practice  in  the 
last  two  years  of  secondary  schools. 

Hungary. — Voluntary  organizations  in  elementary,  secondary,  and  higher 
schools.  In  many  districts  military  instruction  is  obligatory  in  secondary 
schools. 

Switzerland: 

Instruction  in  military  gymnastics  in  elementary  schools  obligatory  through- 
out the  school  age.  Conducted  by  specially  trained  instructors.  Voluntary 
rifle  practice  and  military  drill  both  with  and  without  arms. 

Sweden  : 

Compulsory  rifle  practice  in  public  secondary  schools  for  boys  from  15  to  18 
years  of  age.    Given  by  special  instructors. 

Norway  : 
Voluntary  rifle  practice. 

Italy : 

Military  training  given  as  obligatory  subject  in  "national  colleges."  Private 
agencies  provide  for  simple  military  drill  for  younger  boys. 

Spain: 

No  distinct  military  training  is  given.  Some  simple  drill  is  included  in  the 
program  of  physical  training. 


258  The  Training  School  Quarterly 

Portugal: 

No  military  training  is  given  in  schools.  The  subject  of  "physical  culture," 
which  is  taught  generally,  includes  simple  drill  without  arms.  Boy  scout 
organizations  are  numerous. 

Russia: 
Prescribed  military  gymnastics  in  elementary  and  secondary  schools. 

Netherlands  : 

Military  training  given  in  voluntary  organizations  for  boys  over  15  years 
of  age. 

Greece  : 

Very  intensive  military  instruction  is  given  in  gymnasia,  under  the  patron- 
age of  the  king.  Simple  drill  obtains  in  all  public  schools  in  connection  with 
physical  training. 

Japan : 

Military  gymnastics  obligatory  in  elementary,  secondary,  and  normal 
schools. 

Mexico  : 

Obligatory  military  drill  with  arms  in  all  primary  and  secondary  schools. 
Regulated  by  state  laws. 

Argentina  : 

Obligatory  military  training  in  the  last  two  years  of  secondary  schools. 
Specially  trained  instructors. 

Bolivia  : 

Simple  drill  in  connection  with  gymnastics. 

The  Playground  for  October,  1917,  is  devoted  to  war  recreation  serv- 
ice. This  service  is  in  response  to  a  request  from  the  Commission  on 
Training  Camp  Activities,  asking  the  Playground  and  Recreation  Asso- 
ciation of  America  "to  be  responsible  for  the  work  of  stimulating  and 
aiding  communities  in  the  neighborhood  of  training  camps  to  develop 
and  organize  their  social  and  recreational  resources  in  such  a  way  as 
to  be  of  the  greatest  possible  value  to  the  officers  and  soldiers  in  the 
camps." 

This  work  affords  an  excellent  opportunity  for  America  to  demon- 
strate to  the  world  what  can  be  accomplished  through  cooperation;  in 
fact,  it  is  a  cooperative  movement  in  which  party  lines,  sectarian  divi- 
sions, and  arbitrary  differences  in  creed  or  politicatl  beliefs  are  swept 
away  in  common  service — every  organization  can  have  a  share  in  it, 
every  group  of  people  can  join  in  it. 

The  work  of  the  Commission  is  divided  into  three  parts.  The  first 
of  these,  the  Y.  M.  C.  A.,  maintains  a  building  for  each  brigade,  where 
the  soldiers  are  given  the  advantage  of  books  and  magazines,  provisions 
for  writing  letters,  lectures,  church  services,  songs,  games,  moving  pic- 
tures, and  other  forms  of  educational  and  recreational  activities. 

The  second  branch  of  the  work  has  as  its  aim  the  exclusion  of  vice 
and  vicious  resorts  from  the  neighborhood  of  each  camp. 


Reviews  259 

The  third  branch  of  the  work  is  based  on  the  belief  that  the  under- 
lying cause  of  the  great  and  obvious  evils  found  in  the  camps  is  the 
cutting  off  of  the  men  from  normal  social  intercourse,  especially  the 
breaking  off  of  relations  to  homes,  friends,  and  church.  This  branch 
is  trying  to  offset  these  results  by  making  it  possible  for  members  of 
the  soldiers'  families  to  be  near  the  camps ;  by  bringing  the  soldiers  into 
active  service  in  Sunday  school  classes,  having  them  participate  in  va- 
rious organizations;  to  provide  social  occasions  where  they  may  meet 
girls  and  women  under  wholesome  conditions;  and  to  place  the  public 
resources  of  the  community  at  the  disposal  of  the  officers  and  men. 
Thus  each  community  in  which  camps  are  located  is  really  responsible 
for  the  carrying  out  of  the  program. 

Some  special  features  of  the  work  are  as  follows : 

Weekly  automobile  trips,  especially  for  the  convalescing  soldiers, 
are  a  part  of  the  program,  in  some  communities.  Through  registra- 
tion cards  churches  and  fraternal  orders  can  get  in  touch  with  their 
members  in  camp  and  extend  their  hospitality. 

Home  entertainment,  through  which  the  soldiers  are  invited  into 
private  homes  for  meals  and  can  feel  for  a  little  while  at  least  thait 
they  are  members  of  a  family  group,  probably  touches  their  lives  more 
vitally  than  any  other  feature. 

"Sings"  for  soldiers  and  townspeople  are  being  held  in  some  of  the 
communities  which  realize  the  value  of  music  as  a  universally  leveling 
and  democratizing  force.  Some  of  the  songs  which  have  seemed  most 
inspiring  are  "Battle  Hymn  of  the  Republic,"  "Carry  Me  Back  to  Old 
Virginny,"  "My  Old  Kentucky  Home,"  "Perfect  Day,"  "My  Hero," 
"Old  Black  Joe,"  and,  of  course,  the  "Star-Spangled  Banner."  The 
officers  testify  to  the  value  of  song  and  to  its  potent  force. 

Khaki  Clubs,  which  are  known  as  recreation  or  rest  rooms,  where 
the  soldiers  will  feel  at  home  and  find  some  of  the  more  homelike  fea- 
tures which  cannot  be  provided  at  camp,  are  among  the  activities  most 
essential  to  the  comfort  and  enjoyment  of  the  men.  Each  of  these  fea- 
tures is  explained  more  fully  in  an  interesting  way  in  this  issue. 

The  problem  of  controlling  and  directing  the  young  girls,  many  of 
whom  lose  their  heads  over  the  soldiers  and  in  different  ways,  con- 
sciously or  unconsciously,  place  temptations  in  the  way  of  the  soldiers, 
presents  one  of  the  greatest  difficulties  to  local  committees.  Planning 
a  solution  to  this  problem  will  require  the  coordination  of  all  the  agen- 
cies already  at  work. 

Besides  providing  recreation  and  activities  of  various  flinds  for  the 
girls  and  wise  leadership  for  all  the  social  gatherings,  it  is  probable 
that  an  organization  of  a  system  of  police  women  and  volunteer  police 
patrols  will  be  made.  This  plan  has  been  employed  in  England,  great 
emphasis  being  laid  upon  preventive  and  constructive  phases,  every 
effort  being  made  to  establish  friendly  relations  with  the  girls  and  women 
5 


260  The  Training  School  Quarterly 

of  the  towns.  Special  effort  has  been  made  to  reach  the  girls  who  had 
not  previously  been  included  in  any  club,  the  rougher  element  whose 
need  for  recreation  is  great.  This  has  helped  greatly  in  keeping  these 
girls  off  the  street. 

That  the  development  of  this  system  of  police  women  and  volunteer 
patrols  may  be  a  necessary  and  important  phase  in  this  war  recreation 
service  is  the  belief  of  many  social  workers.  They  realize  the  serious- 
ness of  conditions  which  have  already  arisen  in  our  country  and  may 
judge  from  the  experience  of  England,  since  the  system  has  been  very 
effective   in    influencing   the   girls    for    good    and    safeguarding    them. 

It  is  of  great  assistance  to  the  regular  police  department  and  it  is 
welcomed  by  the  soldiers  themselves. 

More  detailed  suggestions  are  given  in  the  issue  of  the  Playground. 

E.  M. 


Our  Flag 

By  W.  Dayton  Wegefarth 

'Twas  God  who  took  from  Heaven's  dome 

The  stars  that  voere  twinkling  there, 
And  the  glist'ning  light  of  the  fleecy  white, 

Enfolding  the  cloud-hanks  fair; 
He  took  from  the  roses  their  deepest  red, 

From,  violets  their  azure  hue; 
So  we  call  the  bars  and  the  fielded  stars 
The  Bed, 
White 
and  Blue ! 

— Book  News  Monthly,  July,  1917. 


Alumnae 

"We  know  we've  just  got  to  succeed ;  we  can't  even  think  it's  possible 
for  us  to  fail,"  is  what  one  graduate  of  the  Training  School  who  is  suc- 
ceeding in  her  work  said  when  asked  what  she  thought  was  the  secret 
of  her  success.  "If  there  is  anything  I  want  advice  aibout,  I  come  right 
back  to  the  Training  School  just  as  I  did  when  I  was  here.  There  is 
something  about  this  place  that  makes  you  feel  if  you  do  not  make  good 
you  will  hurt  the  School,  and  I  can't  bear  to  be  the  one  to  do  that," 
comes  from  another.     "We  feel  as  if  we  always  belong  here,"  is  a  third. 


Here  are  some  random  remarks  caught  by  the  Editor : 

"If  you  can  possibly  find  a  Training  School  girl,  I  want  her.  I  have 
had  two,  and  I  want  more,"  said  a  superintendent.  One  girl  made  good 
one  year,  a  second  one  the  next  year ;  therefore,  the  superintendent  thinks 
all  from  the  School  will  make  good.  That's  what  your  success  meai*j 
for  those  who  come  after  you  and  for  the  School. 

"Training  School  girls  may  not  know  more  than  other  young  teachers, 
but  they  know  how  to  handle  situations." 

"This  School  was  not  known  in  my  section  until  one  Training  School 
girl  came  there  to  teach ;  I  came  here  because  she  succeeded  so  well ;  I 
want  to  be  a  teacher,  and  I  decided  to  come  to  the'  school  where  she 
learned  to  teach." 

"The  people  in  my  county  think  this  a  new  school  that  is  just  begin- 
ning to  experiment.  One  girl  from  there  strayed  off  here ;  she  came 
home  delighted  with  the  School,  I  expected  to  go  elsewhere,  but  de- 
cided to  come  back  with  her.  There  are  others  coming  on  after  us,  and 
the  people  are  seeing  that  we  are  not  experimenting ;  we  are  doing." 


The  graduates  of  1917  are  entering  on  their  careers  as  teachers  with 
enthusiasm.  Already  reports  are  coming  in  from  these  young  teachers 
from  the  communities  in  which  they  are  teaching.  They  are  swelling 
the  ranks  of  the  successful  teachers  that  have  gone  out  from  the  Training 
School. 

The  location  of  each  member  of  the  class  is  as  follows : 

Agnes  Absher,  Falling  Creek  High  School,  Wayne  County;  primary 
grades. 

Elizabeth  Baker,  in  the  Mount  Olive  school,  Wayne  County. 

Effie  Baugham,  fourth  and  fifth  grades  in  Gatesville  High  School. 

Wita  Bond,  intermediate  work  in  Richlands  Graded  School. 


262  The  Training  School  Quarterly 

Myrtle  Brendle,  in  Fairview  School,  Haywood  County,  two  miles  from 
Waynesville. 

Nannie  Mack  Brown,  primary  grades,  Pikeville  High  School. 

Ola  Carawan,  Mclver  School,  Guilford  County,"  intermediate  work 
and  Domestic  Science. 

Vivian  Case,  in  two-teacher  school  near  Farrnville,  in  Greene  County. 

Bessie  Cason,  primary  work,  Grimesland,  Pitt  County. 

Amelia  Clark,  principal  Pine  Forest  School,  Lenoir  County. 

Ada  Credle,  near  Burgaw,  Pender  County. 

Mary  Cowell,  third  grade,  Louisburg  Graded  School. 

Alavia  Cox,  principal  Busy  Workers'  School,  Edgecombe  County. 

Hannah  Cuthrell  (Mrs.  Adrian  Brown),  primary  Work.  Newton 
Grove,  with  her  husband  as  principal. 

Lou  Ellen  Dupree,  intermediate  grades  and  piano,  Parmele,  Martin 
County. 

Juliana  Elliott,  primary  grades,  Pactolus. 

Sallie  Franck,  primary  work,  Farrnville. 

Helen  Gardner,  principal,  Pactolus. 

Fannie  Grant,  intermediate  grades,  Merritt,  Pamlico  County. 

Musa  Harris,  principal  of  two-teacher  school,  Franklin  County. 

Flora  Hutchins,  principal  of  four-teacher  school,  Jonesville,  Yadkin 
County. 

Christine  Johnston,  seventh  grade,  Windsor  Graded  School. 

Hallie  B.  Jones,  intermediate  work  in  three-teacher  school  in  Vance 
County. 

Loretta  Joyner,  primary  work,  Merritt,  Pamlico  County. 

Viola  Kilpatrick,  first  grade,  Salemburg,  Sampson  County. 

Myrtle  Lamb,  primary  grades,  Ashton  School,  Pender  County. 

Ruth  Lowder,  primary  and  music,  Joyner  School,  Pitt  County. 

Elizabeth  Mercer,  primary  work  in  school  at  Leggett's,  Edgecombe 
County. 

Jennie  McGlohon,  principal,  two-teacher  school,  Bynum  School,  near 
Farrnville,  Pitt  County. 

Ophelia  O'Brian,  primary  work,  Grainger's  School,  Lenoir  County. 

Martha  O'lSTeal,  primary  grades,  Sladesville  High  School,  Hyde 
County. 

Eula  Pappendick,  near  Elizbath  City,  Pasquotank  County. 

Ethel  Perry,  fifth  grade,  Clinton  Graded  School. 

Blanche  Satterthwaite,  primary  grades,  Woodington,  Lenoir  County. 

May  Sawyer,  intermediate  grades,  Pinetops  School,  Edgecombe 
County. 

Virginia  Sledge,  primary  work,  Conetoe,  Edgecombe  County. 

Fannie  Lee  Speir,  primary,  Winterville  Public  School. 

Ruth  Spivey,  fifth,  sixth,  and  seventh  grades,  Moss  Hill  School,  Le- 
noir County. 


Alumna  263 

Lizzie  Stewart,  fourth  grade,  Louisburg  Graded  School. 

Virginia  Suther,  primary,  Seven  Springs,  Wayne  County. 

Jennie  Taylor,  primary  work,  Moss  Hill  School,  Lenoir  County. 

Agnes  Thompson,  fifth  grade,  Plymouth. 

Leona  Tucker,  primary  work  in  two-teacher  school,  Bynum,  near 
Farmville. 

Lillie  Mae  "Whitehead,  second  grade,  Nashville  Graded  School. 

Sue  Walston,  first  and  second  grades,  Macclesfield  High  School. 

Mary  "Wooten,  primary,  Forestville,  Wake  County. 

Vermelle  Worthington,  principal  two-teacher  school,  Yatesville,  Beau- 
fort County. 

Three  girls,  Lucile  Bulluck,  Jessie  Bishop,  and  Esther  McNeil,  are 
staying  at  home. 

Mabel  Davis,  '15,  and  Ethel  Perry,  '13,  are  putting  into  practice  in 
the  LaGrange  Graded  School,  ideas  gained  at  the  Training  School. 
Mabel  has  the  third  grade  and  Ethel  the  sixth. 


Jessie  Daniel,  '16,  is  first  assistant  in  the  Dortch  Academy,  Bocky 
Mount,  B.  F.  D. 

Connie  Bishop,  '15,  has  second  and  third  grades  in  the  Lucama 
Graded  School. 

Trilby  Smith,  '16,  is  keeping  house  for  her  father.  She  is  doing  her 
share  in  the  conservation  of  food.  This  summer  she  put  up  five  hundred 
quart  cans  of  corn,  tomatoes,  apples,  and  peaches,  and  made  jelly  and 
preserves.  She  has  charge  of  the  Bed  Cross  work  at  Arthur.  She  was 
the  prime  mover  in  a  patriotic  rally  recently.  Beports  from  her  neigh- 
borhood prove  that  she  is  eminently  successful  as  a  community  leader. 


Mary  Weston,  '14,  has  fifth  grade  work  in  the  Kinston  City  Schools. 
Mary  says :  "Love  for  Uncle  Sammy  is  one  big  aim  in  my  teaching  this 
winter,  and  I  am  correlating  it  with  all  my  work." 


Lyda  Taylor,  '16,  is  teaching  fourth  grade  in  the  Greenville  Graded 
School.  It  looks  natural  to  see  her  strolling  on  the  campus  and  visiting 
the  School. 

Sallie  Lassiter,  '16,  writes:  "I  am  teaching  the  first  grade  in  the 
Garland  Graded  School,  and  a  class  in  Domestic  Science  supervised  by 
the  county  demonstrator.     We   are  having  basket-ball   courts  laid   off 


264  The  Training  School  Quarterly 

and  hope  to  get  right  to  work  on  basket-ball.  This  is  a  good  county 
to  work  in,  the  people  cooperate  well  with  the  teachers,  and  you  can 
find  plenty  to  do." 

Mary  Wooten,  '17,.  who  has  the  primary  work  in  the  Forestville 
School,  near  Wake  Forest,  taught  at  the  Methodist  Orphanage  in 
Raleigh  the  summer  months. 

Bloomer  Vaughan,  '16,  is  teaching  the  Oventon  School  near  Nashville, 
N".  C.  Bloomer  says :  "I  have  only  thirteen  pupils,  but  have  work 
from  the  first  to  the  sixth  grade.  All  the  children  are  so  nice  and 
obedient,  I  enjoy  every  minute  of  my  work." 


Millie  Roebuck,  '15,  is  doing  fifth  and  seventh  grade  work  in  the 
Robersonville  High  School.  Millie,  with  the  help  of  her  principal,  has 
organized  an  athletic  association  which  provides  for  baseball  and  basket- 
ball for  the  boys  and  arch  ball  and  arch  goal,  and  basket-ball  for  the 
girls,  and  tennis  for  all.  She  has  helped  to  organize  a  Red  Cross  and  is 
doing  her  bit  in  that. 

Mary  ISTewby  White,  '13,  and  Ruth  Lowder,  '17,  have  the  honor  of 
being  the  first  to  teach  in  the  Joyner  School.  Ruth  is  doing  primary 
work  and  Mary  ISTewby  has  the  intermediate  work. 


While  you  are  doing  your  bit  for  Uncle  Sam,  don't  forget  to  do  your 
bit  for  the  Quarterly. 

Pearle  Davis,  '15,  has  primary  work  in  the  Magnolia  School,  a  three- 
teacher  school  near  Washington. 


Emily  Gayle,  '14,  is  enjoying  her  work  in  the  fifth  grade  in  the  Chad- 
bourn  High  School. 

Louise  Moore,  '15,  has  a  position  in  the  DuPont  plant  in  Hopewell, 
Va.  

Ruth  Proctor,  '15,  is  again  doing  primary  work  in  the  Dixie  School. 


Emma  Cobb,  '14,  is  rural  supervisor  of  Edgecombe  County.     Emma 
attended  the  Chapel  Hill  Summer  School  last  summer. 


Alumnae  265 

Luella  Lancaster,  '14,  is  teaching  one  of  the  first  grades  in  the  Tar- 
boro  Graded  School.  Mavis  Evans,  '14,  has  the  music  department  in 
the  same  school,  Ella  White,  '15,  is  teaching  drawing  and  writing 
there. 

Christine  Johnston,  '15,  Alice  Tillery,  '15,  and  Nora  Mason,  '12,  have 
work  in  the  New  Bern  Graded  School. 


Kate  Tillery,  '15,  has  first  grade  work  in  the  Grimesland  School  again 
this  winter.  Sallie  Jackson,  '15,  has  third  and  fourth  grades,  and 
Bessie  Cason,  '17,  has  fifth  and  sixth  grades  in  the  same  school. 


Martha  Lancaster,  '16,  has  the  same  work  in  the  Bethel  School  as 
she  had  last  year. 

Nellie  Dunn,  '16,  is  teaching  one  division  of  the  third  grade  in  the 
Washington  Graded  School.  Bettie  Spencer,  '15,  is  teaching  one  of  the 
second  grades  in  the  same  school. 


Helen  Daniel,  '14,  has  primary  work  at  Bobbitt.  She  has  been  very 
successful. 

Marjorie  Pratt,  '16,  is  doing  excellent  work  in  Epsom  High  School, 
Vance  County.  She  was  a  leader  in  organizing  a  Bed  Cross  Auxiliary, 
of  which  she  is  now  president. 


Agnes  Pegram,  '14,  is  still  teaching  third  grade  in  Franklinton  Graded 
School.  Annie  Smaw  still  has  work  in  the  High  School  Department 
there.     Both  of  these  girls  have  been  very  successful. 


Katie  Sawyer,  '15,  has  about  thirty  pupils  in  Jackson  School,  near 
Ayden. 

Allen  Gardner,  '16,  and  Ophelia  O'Brian,  '17,  are  teaching  at  Grain- 
gers.  Allen  is  principal  of  school  and  teacher  of  intermediate  work. 
Ophelia  has  the  primary  work.  Besides  this  work,  Allen  is  teaching 
cooking  and  Ophelia  music.  They  have  organized  a  basket-ball  team  and 
are  going  to  organize  a  volley-ball  team  soon.  They  have  also  organ- 
ized two  literary  societies,  a  "Poe"  and  "Lanier."     At  the  first  teachers' 


266  The  Training  School  Quarterly 

meeting  in  that  county  Allen  was  elected  president  of  athletics.  Ophelia 
has  made  one  visit  to  the  Training  School  this  fall,  and  was  received 
with  open  arms. 

Kuth  Moore,  '13,  is  teaching  in  the  Farm-Life  School  at  Aberdeen. 
She  is  teaching  History  and  English. 


Geneva  Quinn,  '14,  is  teaching  the  primary  grades  at  Chinquapin 
this  year. 

Emmai  Brown,  '15,  is  teaching  at  Bichlands. 


Ruth  Brown,  '16,  is  principal  of  a  two-teacher  school  near  Robbins- 
ville.     This  is  her  second  year  here. 


Mary  Chauncey,  '14,  is  teaching  her  second  year  at  Warrenton  High 
School.     Besides  grade  work,  she  is  teaching  domestic  science. 


Florence  Perry,  '15,  is  teaching  at  Duke.     This  is  her  second  year 
there. 


Marion  Alston,  '14,  is  working  in  the  bursar's  office  at  A.  and  E. 
College  this  year. 

Nannie  Bowling,  '12,  has  the  intermediate  work  in  Fountain  Graded 
School.     Gertrude  Boney,  '16,  is  teaching  there  also. 


Louise  Stalvey,  '16,  is  teaching  at  Carraway's  School  again  this  year. 


Viola  Gaskins,  '16,  is  teaching  in  Falkland,  where  she  has  been  teach- 
ing for  two  years. 

Mabel  Cuthrell,  '15,  has  third,  fourth,  and  fifth  grades  in  a  five-teacher 
school  at  Pikeville.  Reports  have  reached  here  that  she  is  a  great  help 
to  the  school,  and  that  the  people  felt  that  they  were  fortunate  to  get 
her  again  this  year. 


Alumna  267 

Selma  Edmondson,  '16,  is  teaching  intermediate  work  at  Bunn  School 
near  Rocky  Mount.  This  school  took  an  active  part  in  buying  Liberty 
Loan  Bonds. 

Mrs.  Lela  Deans  Rhodes,  '14,  is  principal  of  a  two-teacher  school  in 
Wilson  County. 

Nora  Mason,  '12,  has  second  grade  work  in  New  Bern  Graded  School. 


Susie  Barnes,  '16,  is  principal  of  Oakdale  School  near  Rocky  Mount. 
Susie  had  a  box  party  this  fall  to  raise  money  for  her  school,  at  which 
her  box  sold  for  twenty-five  dollars. 


Ruth  Proctor,  '15,  and  Mattie  Bright,  '16,  are  teaching  at  Dixie  High 
School  near  Rocky  Mount.  An  observer  reported  last  week  that  they 
were  doing  good  work. 


*s  &'■ 


Gladys  Warren,  '16,  is  teaching  high  school  work  at  Pink  Hill. 


Katherine  Parker  is  principal  of  the  Rock  Hill  School.  Her  post- 
office  is  Walnut  Cove,  N\  C.  This  is  a  two-teacher  school.  Katherine 
has  been  teaching  here  two  years  and  the  people  say  they  want  her  again 
next  year. 

Susie  Morgan,  '16,  is  at  Farmville  again  this  year.  Reports  say  that 
her  work  is  "satisfactory  in  every  respect." 


Elizabeth  Southerland,  '16,  is  teaching  in  Farmville.     The  friends  of 
Elizabeth  and  Susie  rejoice  with  them  in  their  reunion. 


Vera  Mae  Waters,  '15,  is  teaching  at  Arthur,  or,  rather,  she  will 
teach  at  Arthur.  The  new  school  building  there  is  not  completed.  Be- 
cause of  this  the  opening  was  delayed,  and  when  the  delay  seemed  to 
be  indefinitely  prolonged,  the  powers  that  be  decided  that  the  children 
must  not  be  kept  out  of  school  indefinitely;  so  the  teachers  are  scattered 
about  in  three  different  schools.  Vera  Mae  is,  for  the  present,  in  one 
of  these. 

Hattie  Weeks,  '13,  is  teaching  in  Winston-Salem. 


268  The  Training  School  Quarterly 

Lela  Carr  Newman,  '15,  is  teaching  in  the  Durham  City  Schools. 


Mary  "Weeks,  '13,  is  at  Graham. 


Mrs.  S.  J.  Hawes  (Lena  White,  '13),  now  lives  at  Dover.  She  is 
president  of  the  Red  Cross  Auxiliary  there,  and  is  an  enthusiastic  com- 
munity worker.     Her  chief  assistant  is  S.  J.  Hawes,  Jr. 


Lucile  O'Brian,  '16,  is  teaching  at  Enon  School,  and  sends  the  follow- 
ing report : 

"I  am  teaching  in  a  three-teacher  school  at  my  home.  Even  if  it  is  home,  I 
must  say  that  it  is  the  best  community  for  cooperation  in  North  Carolina. 
With  the  aid  of  the  Country-Life  Club  we  have  raised  $33  for  Red  Cross  and 
$26  for  a  library  fund.  We  are  now  working  on  a  play  for  the  athletic  organi- 
zation from  which  we  hope  to  raise  $30.  On  Arbor  Day  we  planted  two  water 
oaks  on  the  campus  and  put  up  some  bird  houses  made  by  the  boys.  The 
parents  were  invited  to  this  program  and  asked  to  carry  on  the  work  of  plant- 
ing two  trees  each  year  until  the  campus  is  full.  The  baseball  team  plays  good 
'league  ball,'  they  call  it,  and  are  now  loathe  to  stop  and  begin  the  practice  of 
basket  ball. 

"The  girls  are  doing  good  work  in  basket  ball.  For  the  primary  pupils  I 
have  put  up  an  acting  pole  and  six  swings.  We  are  now  trying  to  have  a  slide 
for  them  to  tear  their  trousers  so  that  mother  may  scold  a  little." 


The  following  letter  is  from  Viola  Dixon,  '13,  who  is  teaching  at 
Wilson,  K  C. : 

"I  began  teaching  in  one  of  the  city  graded  schools  in  Wilson,  September  3, 
1917.  Our  school  building,  a  large  brick  building,  consisting  of  two  large 
study  halls,  four  recitation  rooms  and  a  hall,  will  soon  be  completed.  We  have 
five  teachers  and  six  grades  in  this  school.  I  have  the  second  grade,  which 
has  fifteen  pupils  in  it.  I  teach  part  of  the  first  grade  and  arithmetic  and 
drawing  in  the  first  three  grades. 

"We  are  planning  our  Arbor  Day  exercises  now.  Each  grade  will  plant  a 
tree  in  our  school  yard. 

"Each  Friday  morning  we  have  chapel  exercises  together.  One  teacher  has 
charge  of  the  exercises  each  Friday  and  her  grade  entertains  the  other  grades." 


School  Activities 

There  are  235  Y.  "W.  C.  A.  members  this  year.     This 
Y.  W.  C.  A.  is  the  largest  number  of  members  that  the  Y.  W.  C.  A. 

has  ever  had.  The  money  that  is  usually  set  aside  for 
refreshments  at  the  social  functions  of  the  Y.  W.  C.  A.  was  invested  this 
year  in  a  $50  Liberty  Loan  bond.  The  girls  felt  that  the  money  would 
do  more  good  in  this  way.  They  felt  they  were  helping  with  food  con- 
servation as  well  as  in  helping  with  the  war  fund. 


_  .  The  campaign  for  raising  the  fund  for  Y.  M.  C.  A. 

Campaign  r    °  °  .    . 

for  War  Relief     and  Y.  W.  C.  A.  war  work  was  opened  at  the  Training 

Fund  School  on  November  5.     Mr.  Myrick  and  Miss  Scales, 

the  secretaries  who  are  appealing  to  the  students,  met  committees  of  girls 
and  the  faculty,  and  conducted  a  mass  meeting  of  the  students  and  fac- 
ulty. The  secretaries  are  hoping  to  raise  from  the  students  of  the  coun- 
try one  million  of  the  thirty-five  million  dollars  they  expect  to  get  from 
the  campaign. 

Mr.  Myrick  explained  clearly  and  in  an  interesting  manner  what  the 
Y.  M.  C.  A.  in  the  army  meant :  The  recreation  centers,  the  meetings  and 
personal  work  among  the  soldiers,  the  work  among  the  prisoners,  etc. 
This  is  the  only  relationship  between  all  the  countries  at  war  that  has 
not  been  severed,  therefore  it  is  the  only  way  of  doing  anything  for  the 
prisoners  of  the  allies  that  the  Germans  hold. 

Mr.  Myrick  not  only  told  of  what  had  been  done  but  of  the  things 
that  had  not  been  done  because  of  the  lack  of  funds. 

Miss  Scales  told  the  girls  what  the  Y.  W.  C.  A.  was  doing,  not  only 
for  the  soldiers  but  for  the  girls  at  work  in  the  munition  factories  and 
other  centers  where  the  women  were  doing  war  work.  The  big  thing 
they  are  trying  to  do  now  ait  the  cantonments  is  to  establish  "Hostess 
houses,"  places  where  the  soldiers  can  meet  their  friends  and  where  the 
women  and  girls  can  see  their  soldier  kin  and  friends. 

She  sketched  briefly  some  of  the  dangers  that  surround  the  soldiers  and 
the  girls  near  these  cantonments  unless  there  is  some  attention  paid  to 
the  recreational  side  of  life. 

She  told  in  a  most  convincing  and  inspiring  manner  the  things  that 
the  women  can  do  and  are  doing,  until  she  made  every  girl  feel  that  she 
had  a  special  thing  to  do  that  she  mlust  do. 

In  the  afternoon  a  committee  from  the  Y.  W.  C.  A.  called  on  the  girls 
individually  and  took  subscriptions  for  the  fund.     They  raised  $100. 


270  The  Training  School  Quarterly 

The  posters  exhibited  by  the  visiting  secretaries  strikingly  presented 
the  cause  for  which  they  were  working.  One  had  on  it  the  legend  "Stop 
doing  your  bit,  and  do  your  utmost." 

This  is  a  part  of  the  big  campaign  being  waged  over  the  whole  country 
for  the  war  fund  to  be  used  for  the  uplift  of  our  boys  in  service  or  in 
prison. 

The  Y.  W.  C.  A.  was  very  active  in  assisting  with  the  inititiation  of 
the  new  girls  into  the  work  and  in  the  various  activities  of  the  life  of  the 
School. 

A  reception  in  honor  of  the  new  girls  was  given  on  Saturday  evening, 
September  29.  All  who  attended  were  tagged  with  name  and  address 
so  that  formal  introductions  were  not  necessary. 

The  chief  feature  of  entertainment  of  the  evening  was  a  mock  game 
of  basket-ball  between  Wake  Forest  College  and  the  University.  The 
goals  were  Mr.  Wilson  and  Mr.  Austin,  standing  with  arms  forming 
goals.  The  players  were  dressed  in  dainty  light  dresses,  and  were  as 
unathletic  as  possible,  powdering  noses  and  peeping  into  mirrors.  Pres- 
ident Wright  as  score-keeper,  instead  of  announcing  the  score,  stretched 
out  a  man's  tie.  The  students  have  never  enjoyed  a  real  match  game 
more. 

The  Bible  study  work  is  being  done  again  this  year  in  connection 
with  the  Sunday  schools  in  Greenville.  It  was  tried  last  year  and  found 
more  successful  than  having  classes  over  here  at  school.  Meetings  are 
held  every  Thursday  night  at  10  o'clock  by  the  girls  to  discuss  their 
Sunday  school  lessons  for  the  following  Sundays. 


President  Wright  conducted  the  first  Sunday  evening  Y.  W.  C.  A. 
service  of  the  new  school  year.  There  is  never  any  mistake  about 
where  he  stands  in  regard  to  the  religious  side  of  school  life.  His  talk 
was  on  the  importance  of  living  the  Christian  life  day  by  day,  of  con- 
stantly "pulling  the  human  end  of  life  Godward"  until  it  becomes  God- 
like. He  declared  that  Sunday  religion,  the  kind  that  was  put  off  on 
week  days,  was  not  Christianity.  He  brought  out  the  importance  of 
having  faith  in  oneself,  and  he  said  the  way  to  strengthen  our  faith  in 
ourselves  was  to  have  faith  in  other  people.  He  called  attention  to  the 
phrase  in  the  Lord's  Prayer  where  it  is  implied  that  our  trespasses  are 
forgiven  us  only  if  we  forgive  other  people's  trespasses.  He  said  that 
we  should  seek  the  religion  that  was  not  prejudiced,  and  that  the  one 
who  could  pray  for  an  enemy,  as  an  American  for  a  German  in  the 
present  war,  had  this  kind  of  religion. 


School  Activities  271 

He  preached  the  religion  of  deeds  of  service;  said  Christianity  now- 
called  for  action  and  work,  and  that  the  happiest  life  is  the  life  that 
does  well  whatever  task  is  at  hand,  although  this  task  be  nothing  but  to 
get  lessons. 

Mr.  Wright  closed  by  saying  that  he  was  not  after  getting  members 
for  Y.  W.  C.  A.,  but  he  didn't  see  how  the  girls  could  afford  not  to  join, 
because  it  is  their  attitude  towards  such  things  thait  counts. 


On  the  first  Saturday  night  in  October  the  students  were  invited  by 
the  Baraca  and  Philathea  classes  of  Greenville  to  the  Jarvis  Memorial 
Methodist  Church,  where  Miss  Hettie  Lyon,  secretary  of  the  North 
Carolina  Philathea  Union,  made  a  talk  on  the  work  they  were  doing. 
On  account  of  this  there  were  no  Y.  W.  C.  A.  services  that  nisrht. 


Miss  Graham  conducted  the  Y.  W.  C.  A.  services  Sunday  evening, 
October  14.  She  took  as  her  subject  "Personality,"  emphasizing  some 
of  the  charms  of  personality  which  we  admire,  among  which  are  bright- 
ness of  manner  and  expression,  thoughtfulness  and  consideration  of 
others,  loyalty,  honesty,  and  truthfulness.  She  said :  "We  can  acquire  the 
charms  of  personality  by  having  good  thoughts  and  communing  with 
God  through  prayer."  The  Bible  passage  that  is  the  key  to  the  person- 
ality is,  "As  a  man  thinketh  in  his  heart,  so  he  is."  Miss  Graham  made 
a  very  practical  talk,  and  one  which  appealed  to  all  the  girls. 


Recognition  services  were  held  the  fourth  Sunday  night  in  October. 
These  services  were  very  impressive,  as  there  was  such  a  large  number 
of  new  members  to  be  recognized.  The  membership  this  year  is  greater 
than  ever  before.  Because  of  the  large  enrollment  there  is  more  money 
in  the  treasury. 

Miss  Davis  made  an  intensely  interesting  talk  at  Y.  W.  C.  A.  the 
third  Sunday  night  in  October.  She  told  the  story  of  Sir  Philip  Sydney, 
taking  him  as  the  highest  type  of  young  man  at  that  time.  She  com- 
pared the  era  that  produced  Sir  Philip  Sydney  with  today.  Both  were 
times  that  produced  young  men  of  force  and  might  and  both  were  times 
when  the  young  men  were  called  upon  to  save  civilization. 


Mrs.  Beckwith  conducted  the  Y.  W.  C.  A.  services  on  the  first  Sunday 
evening  in  November.  She  read  as  the  lesson  the  thirteenth  chapter  of 
First  Corinthians.     She  read  a  sermon  written  by  Eev.  Wood,  pastor  of 


272  The  Training  School  Quarterly 

the  Church  of  the  Covenant,  Washington,  D.  C,  which  developed  in  a 
strong,  inspiring  way  the  love  of  law  and  the  law  of  love. 


The  chairman  of  the  music  committee  has  had  some  special  musio 
prepared  for  every  Sunday  night  service.  Instrumental  solos  have  been 
played  by  Misses  Agnes  Hunt,  Ethel  Smith,  Bess  Tillitt,  Sallie  Best,  and 
Miss  Hill. 

All  those  who  attend  the  Y.  W.  C.  A.  have  enjoyed  the  vocal  solos  by 
Misses  Lula  Ballance,  Ethel  Stancill,  and  Elizabeth  Hutchins,  and  the 
vocal  duet  by  Misses  Lillian  Scholars  and  Elizabeth  Hutchins,  and  Sue 
Best  Morrell. 


Societies,  Classes,  and  Athletic  League 

During  the  fall  term  all  of  these  organizations  are  busy  getting  started 
on  the  work  of  the  year  and  attending  to  the  routine  business  that  is 
not  of  interest  to  those  not  directly  concerned. 

In  order  to  conserve  space,  the  editors  have  decided  to  combine  these 
in  this  number.  Whatever  reaches  beyond  the  organization,  and  is  for 
the  whole  School  or  any  other  large  groups,  will  be  found  in  the  depart- 
ment devoted  to  School  News. 


It  was  decided  this  fall  "That  the  members  of  the 
Societies  faculty  and  officers  of  the  School  shall  be  permanent 

honorary  members  of  one  society,  and  shall  be  drawn 
by  lot  as  the  students  are."  This  action  was  taken  by  the  faculty  and 
by  the  two  literary  societies,  upon  the  recommendation  of  a  committee 
composed  of  the  presidents  of  the  two  societies,  the  intersociety  commit- 
tee, and  a  faculty  committee  working  in  collaboration. 

The  relation  of  faculty  and  officers  to  the  societies  has  been  a  topic  of 
much  discussion  and  experimentation.  Two  methods  had  been  tried  and 
neither  seemed  to  be  thoroughly  satisfactory.  In  the  first  years  lots 
were  drawn  each  year,  and  a  teacher  fell  sometimes  in  one  and  some- 
times in  the  other,  as  honorary  members,  until  one  complained  that  she 
felt  like  a  "grasshopper  member."  The  students  did,  however,  feel  that 
they  knew  where  to  go  when  they  needed  advice;  but  there  were  objec- 
tions to  the  method. 

The  next  trial  was  for  the  teachers  to  be  honorary  members  of  both 
societies.  The  students  still  felt  that  the  ideal  plan  had  not  been  reached 
and  wished  to  try  another.  The  above  plan  is  one  that  they  believe 
will  work  here.     The  honorary  membership  is  as  follows : 

Lanier  Society. — Misses  Beaman,  Bertolet,  Comfort,  Davis,  Jenkins, 
MacFadyen,  Maupin,  Meade,  Whiteside,  and  Wilson  and  Mr.  Wilson. 


School  Activities  273 

Poe  Society. — Mrs.  Austin,  Misses  Graham,  and  Hill,  Mrs.  Jeter, 
Misses  Lewis,  McCowen,  Morris,  Muffly,  Ray,  Ross,  and  "Wooten. 

The  societies  held  their  initiations  on  the  "second  Saturday  evening 
in  October,"  according  to  the  schedule  as  fixed  by  the  Constitutions. 

The  usual  excitement  prevailed  during  the  week  while  the  names  were 
being  collected,  the  lists  were  being  made,  and  the  new  girls  were  inter- 
ested in  the  fates  that  declared  which  side  they  were  to  fall  on,  and  were 
excited  over  the  prospects  ahead.  The  old  girls  were  getting  their 
usual  fun  out  of  exciting  the  fears  of  the  new  girls.  That  mysterious 
goat  that  appears  only  once  a  year  and  pitifully  bleats  in  the  Lanier 
flower-beds  came  on  schedule  time  and  his  work  ended,  melted  into  the 
limbo  where  he  stays  between  appearances.  The  Poes,  as  usual,  mys- 
teriously hinted  at  the  something  worse  than  any  goat  that  could  be  seen. 
When  the  evening  finally  arrived,  the  new  members  were  agreeably  sur- 
prised at  the  charming  receptions  and  delightful  programs.  The  officers 
for  the  societies  are  as  follows : 

Poe  Lanier 

President,  Estelle  Jones  President,  Camille  Robinson 

Vice  President,  Mary  Hart  Vice  President,  Rena  Harrison 

Secretary,  Daisy  Fuqua  Secretary,  Ruby  Giles 

Treasurer,  Dearie  Simmons  Treasurer,  Mildred  Maupin 

Critic,  Ethel  'Stanfield  Critic,  Mattie  Paul 

Doorkeeper,  Bettie  Cooper  Marshal,  Elizabeth  Middleton 

Elizabeth  Hathaway  was  elected  chief  marshal  in  place  of  Mary 
Banks,  who  did  not  return.  The  Laniers  had  the  privilege  of  selecting 
a  substitute.     Thelma  "White  was  elected. 


Athletic  The  Athletic  League  met  October  12,  1917,  with  110  mem- 

League         hers  for  the  purpose  of  reorgainizing.     The  following  offi- 
cers for  the  year  of  1917-18  were  elected: 

President,  Mattie  Poindexter 
Business  Manager,  Lois  Hester 
Secretary,  "Willie  Jackson 

An  advisory  board  was  also  elected  which  is  composed  of  Misses  Com- 
fort, Graham,  and  Ross. 

"With  so  large  and  enthusiastic  a  membership,  this  promises  to  be  the 
most  successful  year  in  the  history  of  the  league. 

Through  Miss  Comfort's  careful  instructions  in  basket-ball  this  sport 
is  the  great  favorite  in  the  fall.  As  usual,  we  expect  a  match  game 
Thanksgiving  between  the  Juniors  and  Seniors.  The  class  teams  have 
been  elected,  as  follows: 


274  The  Training  School  Quarterly 

Senior  Class. — Una  Brogden,  Lena  Griffin,  Sarah  Williams,  Kuth 
Fenton,  Jessie  Howard,  Alexa  Alford,  Thelma  White,  Mattie  Poindexter, 
Rebecca  Pegues,  (Substitutes:  Lola  Gurley,  Grace  Whitaker,  Clellie 
Ferrell.) 

Junior  Class. — Annie  Wilkinson,  Mary  Warren,  Mildred  Carpenter, 
Rosa  Vanhook,  Bonnie  Howard,  Eva  Outlaw,  Zelota  Cobb,  Reba  Ever- 
ette,  Elizabeth  Wagstaiff,  Margaret  Milam.  (Substitutes:  Sallie  Wil- 
liamson, Edith  Bertotti,  Mary  Outland.) 

Miss  Graham  has  a  large  crowd  of  enthusiastic  girls  out  playing  ten- 
nis every  day  that  the  weather  is  favorable. 

Quite  a  bit  of  interest  and  enthusiasm  is  shown  in  the  cross-country 
walking  which  is  under  the  careful  guidance  of  Miss  Ross.  Miss  Waitt 
is  greatly  missed  in  the  walking  club.  She  was  the  one  who  organized 
the  club  and  has  been  its  leader  through  the  three  years  of  its  exist- 
ence. 


The  classes  were  so  eager  to  get  to  work  this  fall 
Classes  they  could  not  wait  to  get  organized  before  getting  to 

work. 

The  Seniors  organized  soon  after  the  two  weeks  that  must  elapse 
before  they  can  elect  officers.  As  soon  as  they  returned  they  were  busy 
with  plans,  and  had  given  a  program  before  they  could  elect  officers. 

They  gave  the  program  on  Fire  Prevention  Day,  called  the  mass- 
meeting  for  a  Patriotic  Rally  on  the  first  evening  of  "Liberty  Week," 
pushed  the  liberty  loan  question,  getting  back  of  all  organizations,  and 
not  only  "doing  their  bit,  but  their  utmost,"  and  organized  the  Red  Cross 
Auxiliary.  All  of  these  things  are  reported  in  the  Department  of  School 
News. 

The  "Eatless  Hallowe'en  party"  given  by  them  to  the  School  is  also 
reported  there.  They  are  on  the  lookout  for  the  things  they  can  do  to 
help  push  things  on.  A  committee,  changed  from  time  to  time,  has 
undertaken  to  keep  the  library  in  order,  or,  at  least,  to  see  that  it  is  left 
in  order  each  evening  so  that  it  can  begin  the  day  aright. 

The  class  numbers  79,  the  largest  number  by  over  fifty  per  cent  that 
has  ever  entered  the  Senior  Class. 

The  officers  for  the  year  are  as  follows : 

President,  Estelle  O'B.  Moore 
Vice  President,  Jessie  Howard 

Secretary,  Ida  Walters 
Treasurer,  Ethel  Stanfield 
Class  Adviser,  Miss  Jenkins 

On  Arbor  Day  they  followed  the  custom  of  the  preceding  classes  and 
planted  their  tree.     This  time  it  was  the  sample  tree  of  a  collection  they 


School  Activities  275 

expect  to  have  on  the  campus.     The  following  account  of  the  program 
and  of  their  action  is  taken  from  the  Greenville  paper : 

The  class  of  1918  planted  a  mimosa  tree  and  adopted  that  as  their  emblem. 
They  claimed  all  mimosa  trees  growing  on  the  campus  and  propose  to  add  to 
the  number  during  the  year. 

The  School  was  called  to  the  assembly  hall  during  the  last  period  of  school, 
formed  in  line  according  to  classes,  and  followed  the  Seniors  to  the  spot  where 
the  tree  was  to  be  planted,  all  singing  "What  Kind  of  An  American  Are  You?" 
as  they  marched.  All  formed  in  a  circle  around  the  tree,  by  which  stood  Sadie 
Thompson,  chief  marshal,  holding  the  United  States  flag.  Standing  at  salute, 
the  entire  school  sang  "The  Star-Spangled  Banner." 

The  proclamation  for  Arbor  Day  was  read  by  Willie  Jackson,  and  an  appro- 
priate poem,  "The  Heart  of  the  Tree,"  was  read  by  Lucy  Buffaloe.  These  two 
numbers  made  the  crowd  realize  the  significance  of  Arbor  Day. 

After  the  singing  of  "Hail  to  Carolina"  by  the  Seniors,  the  president  of  the 
class,  Estelle  Moore,  announced  that  the  class  had  chosen  the  mimosa  tree  as 
their  emblem  and  explained  their  plan  and  purpose.  Nannie  Clapp  then 
read  a  poetic  interpretation  written  for  the  occasion,  "Miss  Mimosa,  Southern 
Lady."  She  read  it  in  a  clear,  ringing  voice,  and  made  her  audience  feel  the 
symbolism  of  the  tree. 

As  the  class  sang  an  Arbor  Day  song  to  the  tune  of  "Maryland"  they  skipped 
by  the  tree  and  threw  the  dirt  around  it,  each  one  contributing  a  bit  to  the 
tree-planting,  and  yet  not  in  the  conventional  funereal  manner.  The  president 
of  the  class  used  the  historic  spade  which  has  been  used  on  all  planting  occa- 
sions since  the  breaking  of  ground  for  the  School.  At  the  close  of  the  program 
this  spade  was  passed  on  to  the  president  of  the  next  class,  Rena  Harrison, 
for  safe  keeping,  who  accepted  it  in  a  gracious  manner. 

Estelle  Moore  in  presenting  the  tree  to  President  Wright  reminded  him  of 
a  few  of  the  significant  things  the  class  has  stood  for,  especially  the  big,  broad 
school  spirit,  and  the  patriotic  activities  and  spirit  it  had  fostered;  it  is  the 
class  that  numbers  seventy-nine,  having  carried  the  enrollment  over  fifty 
per  cent  ahead  of  that  of  any  other  Senior  class,  and  having  lost  fewer  from 
year  to  year  than  any  other  class.  President  Wright  in  accepting  the  tree 
gave  the  girls  a  little  heart-to-heart  talk,  expressing  his  great  faith  in  the 
class,  and  reminding  them  of  the  things  that  had  been  done,  bringing  out  the 
remarkable  growth  and  development  in  the  School  along  all  lines,  and  showing 
how  the  spirit  had  broadened  and  deepened  as  the  years  had  passed.  The 
members  of  the  class,  gathered  in  a  ring  around  him,  eagerly  drank  in  his 
words. 

The  singing  of  the  class  song  closed  the  informal  but  pleasing  program. 

The  Juniors — 136  strong,  the  largest  class  in  the  history  of  the  School 
by  24 — simply  could  not  wait  six  weeks  to  prove  themselves  as  a  class. 
This  class  has  the  honor  of  getting  the  first  Liberty  Loan  Bonds,  two 
$50  bonds — and  this  was  done  three  weeks  before  they  organized  as  a 
class.  This  is  a  remarkable  deed  to  record  at  best,  but  even  more  re- 
markable when  it  is  taken  into  account  that  about  two-thirds  of  the 
members  are  new  girls. 
6 


276  The  Training  School  Quarterly 

The  old  girls  of  the  class  entertained  the  new  girls  on  the  evening  of 
October  19.  It  was  at  this  social  meeting  that  they  decided  to  subscribe 
for  the  bonds. 

The  officers  are  as  follows  : 

President,  Annie  Wilkinson 
Vice-President,  Mattie  McArthur 
Secretary,  Frances  Sykes 
Treasurer,  Marian  Morrison 
Critic,  Florence  Perry 
Class  Adviser,  Mr.  H.  E.  Austin 


The  "B's"  (or  Second- Year  Academics)  caught  the  spirit  and  held 
meetings  before  they  formally  organized,  and  subscribed  to  a  $50  Liberty 
Loan  Bond.     Their  officers  are : 

President,  Ruth  Liverman 
Vice-President,  Olive  Grady 
Secretary,  Helen  Stewart 
Treasurer,  Maud  Westbrook 
Class  Adviser,  Miss  Maupin 

The  "A"  (or  First- Year  Academic)  Class  eagerly  looked  forward  to 
the  time  when  they  could  get  in  line.     Their  officers  are : 

President,  Pearl  Prescott 
Vice-President,  Caroline  Fitzgerald 
Secretary,  Alice  Wilkinson 
Treasurer,  Inez  Perry 
Critic,  Clara  M.  Todd 
Class  Adviser,  Miss  Graham 


The  "F"  (or  One-Year  Professional)  Class  is  the  smallest  regular 
class  the  School  has  ever  had,  but  they  claim  when  they  get  started  they 
are  going  to  make  up  in  quality  what  they  lack  in  quantity.  Their 
officers  are: 

President,  Sarah  Sumner 

Vice-President,  Katherine  Allen 

Secretary  and  Treasurer,  Bettie  Cooper 

Class  Adviser,  Miss  Muffly 


(1)  First   School   Motor  Truck    in    Pitt    County. 

(2)  Falkland   Community   Welcoming   the   Truck. 


School  News 

October   15   marked   a   milestone   in   the  history  of 

Opening  of  East  Carolina   Teachers   Training   School  because  on 

Joyner  School 

that  day  was  opened  the  Joyner  School,  the  school  that 

is  the  rural  Model  School  in  which  the  teacher-students  of  the  Training 
School  will  get  their  observation  and  practice  work  for  teaching  in  a 
rural  school.  The  Training  School  was  well  represented  on  the  opening 
day  by  the  president  and  a  group  of  teachers.  President  Wright  took 
the  distinguished  Maryland  visitor,  Dr.  North,  out  to  see  the  school 
and  to  talk  to  the  pupils.  Superintendent  Underwood  was  on  hand  with 
Mr.  Spilman  to  take  pictures  of  the  school  as  it  appeared  on  the  first 
day.  The  other  members  of  the  faculty  who  went  out  to  see  the  work 
b°gin  were  Mr.  Austin,  Misses  Ray,  Maupin,  Lewis,  Comfort,  Wooten, 
and  Jenkins.  Each  one  was  looking  out  for  possibilities  ahead  for 
work  in  which  she  was  especially  interested.  Miss  Comfort  took  note  of 
the  fact  that  there  were  basket-ball  goals  on  the  playground. 

Mr.  North  told  in  a  delightful  manner  a  little  story  to  the  children 
that  impressed  upon  them  the  idea  of  saluting  the  flag. 


_  .  -j  Samuel  M.  North,  State  Inspector  of  Maryland  High 

North's  Visit  Schools,  spent  two  days  in  October  visiting  the  School 
to  the  School  and  hig  friend  president  Wright.  He  delivered  an 
address  to  the  School  on  Monday  evening,  October  15.  [This  is  reported 
in  full  among  the  articles  in  this  issue  of  the  Quarterly.]  When  he 
arrived  on  Monday  morning,  President  Wright  took  him  immediately 
from  the  train  to  Falkland  to  see  the  school  auto  truck  come  in,  and 
from  there  to  visit  the  Joyner  School  during  its  first  day. 

He  spent  the  day  Tuesday  visiting  the  classrooms  and  inspecting 
the  plant. 

He  made  a  delightful  talk  to  the  students  during  assembly  pniiod. 
Mr.  North  seemed  very  appreciative  of  the  singing  by  the  School.  On 
the  evening  of  his  address  there  was  a  musical  program  before  he  began 
speaking.  When  he  arose  he  asked  the  audience  if  they  realized  they 
were  listening  to  "real,  genuine  music."  The  entire  School  sang  "The 
Star-Spangled  Banner"  and  "Over  the  Summer  Sea."  The  glee  club 
sang  a  beautiful  chorus.  Miss  Agnes  Hunt  played  a  delightful  piano 
solo,  and  Miss  Lula  Ballance  sang  "Star  of  Me." 


The  First  School  At  Falkland,  on  the  morning  of  October  15,  the  first 

Truck  m  school  automobile  truck  in  Pitt  County  and  the  second 

Fitt  County,  Sec-       .  .  J 

ond  in  the  State       in  North  Carolina  began  its  work  of  bringing  children  to 

school.     This   was   a   happy   morning   for   Superintendent   Underwood 


278  The  Training  School  Quarterly 

and  for  the  people  of  the  Falkland  community,  as  well  as  for  Misses 
Crisp  and  Gaskins,  the  teachers  of  the  school.  The  Craft  School  was 
consolidated  with  the  Falkland  School,  and  the  truck  brings  the  children 
from  the  Craft  neighborhood,  as  well  as  those  on  the  way  in  the  Falk- 
land neighborhood,  to  school  each  morning.  The  route  traveled  is  about 
six  miles. 

The  people  of  the  community  gathered  at  the  school  building  to  see 
the  truck  arrive  with  its  first  load  and  to  have  a  formal  opening  of  the 
school. 

Pictures  were  made  of  the  truck  full  of  children,  and  of  the  people  of 
the  community  gathered  around  it. 

After  the  excitement  of  the  arrival  of  the  truck  the  crowd  gathered 
in  the  schoolhouse  for  the  formal  opening  of  school.  Superintendent 
Underwood  reminded  the  people  that  they  were  making  history  for  Pitt 
County.  He  expressed  the  belief  that  this  was  only  the  beginning  of 
the  movement  for  consolidation ;  it  would  spread  until  an  auto  truck 
carrying  children  to  school  would  not  be  a  novelty.  He  said  that  we  are 
getting  away  from  the  little  school ;  there  are  already  fourteen  less  dis- 
tricts in  Pitt  County  than  there  were  three  years  ago. 

He  introduced  President  Wright  who  said  that  when  the  Training 
School  opened  eight  years  ago  one  of  the  visions  ahead  was  the  consoli- 
dated school,  but  he  had  figured  on  its  taking  ten  years  to  get  started. 
It  is  worthy  of  note,  he  said,  that  both  of  the  trucks  in  North  Carolina 
are  in  this  territory,  in  the  eastern  section  of  the  State  and  in  the  sec- 
tion where  there  are  a  great  many  Training  School  girls  teaching.  He 
did  not  at  all  claim  the  credit  for  the  Training  School  for  getting  the 
trucks,  but  he  did  bring  home  to  the  people  the  fact  that  wide-awake 
teachers  could  arouse  a  community  to  the  opportunities.  He  commended 
the  people  of  Falkland  for  their  attitude  and  for  their  willingness  to 
make  sacrifices  for  their  children.  He  asked  them  to  do  two  things : 
to  give  the  teachers  their  whole-hearted  cooperation  and  to  give  their 
children  every  chance  by  sending  them  to  school  all  the  time,  not  allow- 
ing anything  to  keep  them  at  home.  He  said  he  knew  that  it  was  a  temp- 
tation, when  labor  was  scarce  and  cotton  and  tobacco  high  to  keep  the 
boy  at  home  to  work;  but  he  begged  them  to  remember  that  the  value 
of  the  lamd  depended  on  the  type  of  citizenship,  and  the  type  of  citizen- 
ship depended  on  the  chance  the  boys  had. 

President  Wright  then  introduced  Mr.  JSTorth  as  a  teacher  with  the 
true  teacher  spirit,  a  man  filled  with  earnestness  and  love  for  the  work. 
Mr.  North  told  the  people  there  was  no  occasion  to  say  running  a  school 
truck  will  work,  for  it  does  work  all  over  Maryland,  as  many  as  seven  in 
one  school.  The  children,  he  said,  are  better  off  in  the  truck  than  on 
wet  roads.  He  then  made  a  strong  talk  on  the  significance  of  consoli- 
dating the  country  schools  so  as  to  give  to  the  people  as  efficient  schools 
as  those  in  the  cities  and  towns  have. 


School  News  279 

A  mass  meeting  of  the  students  was  called  by  the 
Patriotic  Rally  Senior  Class  on  Monday  evening,  October  22,  the  begin- 
ning of  Liberty  Week,  for  the  purpose  of  finding  out 
just  what  the  Training  School  could  do  to  prove  its  patriotism.  Instead 
of  having  student  reports  on  what  they  felt  like  doing  or  wanted  to  do, 
they  had  people  who  knew  definitely  what  could  be  done  and  could 
speak  with  authority  to  present  the  different  kinds  of  work  the  people 
of  the  Nation  are  called  on  to  do.  The  students  proved  their  patriotic 
feeling  by  the  way  they  sang  the  patriotic  songs  and  by  their  ready  re- 
sponse to  put  into  practice  and  express  by  deeds  their  patriotism. 

The  program  was  planned  so  as  to  make  clear  the  three  things  the 
people  are  called  on  to  do,  and  how  the  Training  School  can  answer  the 
call.  The  three  subjects  were:  Food  conservation,  Liberty  Loan,  and 
Red  Cross. 

Miss  Estelle  Moore,  president  of  the  Senior  Class,  presided  over  the 
meeting.  The  Seniors,  led  by  standard  bearers  carrying  the  Stars  and 
Stripes,  the  flags  of  the  Allies,  and  the  Red  Cross  flag,  marched  in,  after 
the  remainder  of  the  school  had  assembled,  singing  "We're  Going  Over." 

Miss  Armstrong  made  a  forcible,  practical  appeal  for  food  conserva- 
tion here  in  the  School,  urging  the  girls  to  help  conserve  sugar  by  giv- 
ing up  candy.  All  the  girls  pledged  themselves  to  practice  the  gospel 
of  the  clean  plate.  Miss  Armstrong  is  the  chairman  of  the  Women's 
Committee  for  Conservation  in  Pitt  County. 

Mr.  S.  J.  Everette,  chairman  of  Food  Conservation  for  Pitt  County, 
made  a  ringing,  broad  appeal  for  food  conservation. 

The  singing  of  "Joan  of  Are,  They're  Calling  You,"  led  by  a  group  of 
Juniors,  with  the  School  joining  in  the  chorus,  seemed  to  make  the  pur- 
pose of  the  evening  clearer. 

Mrs.  Beckwith,  chairman  of  the  Woman's  Committee  on  the  Liberty 
Loan,  gave  a  clear  explanation  of  the  purposes  and  plan  of  the  loan  and 
made  an  appeal  for  all  to  heed  the  call  to  let  your  dollars  fight. 

Miss  Pattie  Wooten,  chairman  of  the  Pitt  County  Chapter  of  the 
Red  Cross,  presented  the  cause  of  the  Red  Cross  and  told  what  Pitt 
County  was  doing  and  had  done. 

President  Wright  made  an  earnest,  inspiring  talk  on  "Why  it  is  nec- 
essary for  us  at  the  Training  School  to  do  these  three  things."  He 
brought  the  subject  very  close  home  to  the  students  and  made  them  feel 
they  must  be  up  and  doing. 

"Keep  the  Home-Fires  Burning"  was  sung  by  Miss  Lula  Ballance, 
the  School  joining  in  the  chorus. 

Definite  plans  for  applied  patriotism  were  presented  to  the  students. 
The  students  among  themselves  and  in  class  groups  had  been  discussing 
for  days  Liberty  Bonds  and  had  been  taking  account  of  available  funds. 

Mr.  Austin  made  a  strong  plea  for  the  students  to  subscribe  to  Liberty 
Bonds  and  to  use  their  influence  to  get  others  to  subscribe.     He  an- 


280  The  Training  School  Quarterly 

nounced  that  the  Junior  Class  had,  at  a  meeting  the  Saturday  evening 
before,  pledged  themselves  to  buy  two  $50  bonds.  The  proposition  was 
made  that  the  students  raise  among  themselves  money  for  a  bond  to  be 
left  to  the  School  as  a  gift.     Slips  were  handed  out  for  subscriptions. 

"Over  There"  was  sung  by  the  School.  Miss  Jenkins,  who  directed 
the  Red  Cross  work  that  had  already  been  done  by  the  students,  told 
the  students,  for  the  benefit  of  those  who  were  not  here  last  year,  what 
had  already  been  done,  and  explained  the  advantages  of  having  a 
Training  School  Auxiliary.  Cards  were  passed  out  for  pledges  for 
membership  and  for  work. 

The  flag  bearers  stepped  to  the  front  of  the  stage,  "Old  Glory"  in 
front,  and  the  evening  closed  with  the  students  singing,  as  they  stood 
at  salute,  "The  Star-Spangled  Banner." 


$500  in  Every  permanent  organization  in  the  School  invested 

Liberty  Bonds  in  Liberty  Bonds.  The  roll  by  organizations  is  as  follows : 

Two  literary  societies,  $100  each $200.00 

Y.  W.  C.  A 50.00 

Classes  250.00 

The  Class  of  1919,  136  in  number,  pledged  themselves  to  pay  25  cents 
each,  a  month  for  three  months,  and  to  save  the  money  by  denying 
themselves  something.  The  bond  is  to  form  a  part  of  the  gift  they 
propose  to  leave  to  the  School  when  they  graduate. 

The  Class  of  1918  led  the  campaign  for  a  bond  from  the  entire  School 
for  some  special  gift  to  the  School,  thus  giving  the  classes  that  had  not 
yet  organized  an  opportunity  to  help.  The  subscriptions  on  the  night 
of  the  rally  amounted  to  about  $50.  The  Seniors  pledged  enough  to 
make  this  amount  $100. 

The  Class  of  1920  decided  to  invest  the  income  the  class  would  get 
from  dues,  etc.,  in  a  class  bond  that  would  be  the  nucleus  for  a  class  fund 
that  could  grow  through  their  three  years  as  ai  class  unit.  Special  sub- 
scriptions were  turned  into  the  School  bond  mentioned  above. 

The  Class  of  1921,  and  the  one-year  professional  classes,  which  had 
never  organized,  turned  their  subscriptions  into  the  School  bond.  Mem- 
bers of  the  faculty  assisted  with  the  School  bond. 

The  societies  turned  money  in  the  treasury  obtained  from  dues  into 
bonds  as  investments. 

The  Y.  W.  C.  A.  had  $50  appropriated  for  social  purposes,  for  the 
social  committee  to  spend  on  refreshments.  They  decided  to  help  with 
food  conservation  by  not  serving  refreshments,  and  turn  this  money  into 
a  bond. 


School  News  281 

Training  School  The  Training  School  Auxiliary  of  the  Pitt  County 

Auxiliary  of  Put       Chapter  of  the  Eed  Cross  Society  was  organized  with 

Chapter  of  Red  *  . 

Cross  105  members  and  over  a  hundred  additional  pledged 

workers.     The  formal  organization  was  effected  on  Tuesday  evening, 
October  23,  with  the  following  officers : 

Chairman,  Sophia  Jarman 
Vice  Chairman,  Lois  Hester 
Secretary,  Mary  C.  Hart 
Treasurer,  Jessie  Howard 

Committees  were  appointed,  workers  registered  for  work.  Arrange- 
ments have  been  made  for  the  sewing-room  to  be  opened  as  a  work- 
room at  stated  hours  on  certain  days.  Work  is  progressing  in  the  sew- 
ing. The  Greenville  Auxiliary  furnished  material  for  bed  shirts,  which 
the  sewing  girls  are  making. 

Knitting  lessons  are  given  in  the  parlors  in  the  dormitories  in  the 
after-supper  hour.  Mamy  girls  are  knitting  and  others  are  impatiently 
awaiting  the  arrival  of  the  wool.  The  wool  is  provided  by  the  Green- 
ville Auxiliary. 

The  classes  in  bandage  making  are  ready  to  begin  as  soon  as  the 
chapter  officials  are  ready  to  start  work  along  the  line  of  the  latest  in- 
structions. There  is  a  change  in  the  department  of  the  work  handling 
surgical  dressings.     In  the  meantime  they  are  making  trench  pillows. 

Other  kinds  of  work  will  be  added  and  the  work  will  branch  out. 


n  „       ,      .  .  The  Senior  Class  entertained  the  Training  School 

Hallowe  en  at  the  a 

Training  School;  family  at  a  Hallowe'en  party  the  evening  of  October 
An  Eatless  Party  27.  The  serving  of  mock  refreshments  instead  of  the 
usual  Hallowe'en  refreshments  was  the  special  feature  of  the  evening. 
Wads  of  paper,  with  a  jingle  written  on  them  telling  where  the  apple 
they  did  not  get  had  gone,  were  served  as  apples.  Paper  popcorn  made 
some  think  they  were  going  to  get  the  real  corn.  Paper  "kisses,"  until 
opened,  looked  like  real  candy  "kisses."  It  was  announced  that  the 
refreshments  for  the  evening  had  been  converted  into  a  part  of  a  Lib- 
erty Bond.  The  guests  entered  into  the  spirit  of  the  "eatless  party"  and 
proved  girls  could  have  a  good  time  without  "eats."  Brownies  and 
clowns  served  the  refreshments.  One  brownie  followed  the  others  with 
a  small  basket  of  popcorn  and  doled  out  a  grain  or  so  to  each  guest  as 
consolation  for  not  getting  anything  to  eat. 

Some  of  the  prizes  for  contests  were  small  amounts  of  refreshments. 
Apples  were  bobbed  for  and  the  apples  themselves  were  given  as  the 
rewards.  In  a  peanut  contest  the  few  nuts  were  the  prize.  One  of  the 
prizes  was  a  jumping  brownie.  The  contests  were  the  regular  Hal- 
lowe'en contests  with  a  few  timely  twists  to  them.     Witches,  ghosts,  and 


282  The  Training  School  Quarterly 

devils  were  in  evidence,  and  the  fortune-tellers  were  kept  busy  telling 
the  past,  the  present,  and  the  future.  One  contest  was  "A  garden  of 
peas" ;  the  one  who  scored  the  highest  won  peanuts. 

The  class  decorated  the  dining-room  with  cornstalks  and  jack-o'-lan- 
terns, and  had  ghosts  stalking  about  playing  pranks  during  the  dinner 
hour. 

One  room  in  the  Administration  Building  was  decorated  in  the  same 
way.  ,  

„.      „  On  October  9,  Fire-Prevention  Day,  the  Senior  Class 

Fire  Preven-  '                       .             ml 

tion  Pay  had    charge    of    the    exercises.     The    program    was    as 

Program  follows : 

Reading  of  the  Governor's  Proclamation Sadie  Thompson 

Ways  and  Means  of  Preventing  Fires Thelma  White 

"What  Would  You  Do  in  Case  of  Fire" Elizabeth  Hathaway 

In  this  last  the  wrong  way  and  the  right  way  were  illustrated  by  the 
class.  In  the  wrong  way,  the  fire  whistle  was  sounded  and  the  girls  in 
a  panic  rushed  wildly  around,  getting  nowhere;  in  the  right  way,  they 
instantly  dropped  whatever  they  were  doing  and  quickly  and  in  an 
orderly  way,  marched  out  of  the  building.  At  the  close  directions  were 
given  as  to  how  to  behave  in  case  of  fire  at  the  Training  School  and 
which  exits  to  use.  They  marched  out  of  the  Assembly  Hall  in  the 
order  and  time  they  should  follow  in  case  of  fire. 


The  "Model  School"  is  scattered  in  different  parts 

Jchool°del  of  the  Evans  Street  Graded  Sellool  building,  while  the 

addition  to  the  Model  School  building  is  being  built. 
There  is  no  difference  whatever  in  the  observation  and  practice  work 
of  the  student-teachers,  but  it  is  not  quite  so  convenient,  and  there  is 
less  room.  Critic  teachers,  student-teachers,  and  departmental  teachers 
are  cheerfully  accepting  the  situation  and  finding  some  compensations 
for  the  inconvenience. 

The  work  of  the  Model  School  is  progressing,  though  not  as  rapidly 
as  might  be  desired.  There  are  two  of  Commissioner  Young's  fireproof 
staircases  being  erected. 

A  new  fireproof  roof  is  being  erected  over  the  boiler  at  the  power  plant. 


All  outside  woodwork  around  the  School  is  having  a  fresh  coat  of 
f)aint.     Also  the  radiators  in  the  building  are  having  a  fresh  coat  of  gilt. 


School  News 

President  "Wright  made  a  talk  at  tlie  opening  of  tie 
Faculty   ^  pitt    County    Training    School    for    the    colored    race, 

which  is  located  at  Grimesland.  He  reported  this  as  a 
most  interesting  occasion.  The  others  present  who  took  part  in  the  ex- 
ercises were  Dr.  J.  Y.  Joyner,  Hon.  J.  Bryan  Grimes,  and  Superintend- 
ent S.  B.  Underwood.  G.  R.  Whitfield,  a  leader  among  the  negroes  of 
Pitt  County,  is  superintendent  of  the  school.  It  was  through  his  efforts 
that  the  school  was  made  pessible. 


Mr.  "Wilson  attended  the  meeting  of  the  East  Division  of  County  Su- 
perintendents Association  in  August.  He  has  delivered  two  addresses 
this  fall — one  at  Grainger's  and  the  other  at  the  community  meeting  at 
the  Joyner  School. 

Miss  Armstrong  made  at  talk  on  food  values  to  the  "Woman's  Club  of 
Winterville. 

Miss  McFadyen  is  chairman  of  the  Department  of  Education  of  the 
"Woman's  Club  of  Greenville.  Her  department  is  responsible  for  a  night 
school  which  is  being  taught  in  "West  Greenville,  near  the  Greenville 
Cotton  Mill. 

Miss  Wilson  is  teaching  regularly  in  the  night  school. 


Mrs.  Beekwith,  chairman  of  Pitt  County  Liberty  Loan  Committee, 
Woman's  Division,  made  speeches  boosting  this  cause  on  the  evenings 
of  October  22  at  the  Training  School  Auditorium ;  October  23  at  the 
Greenville  High  School  Auditorium,  and  on  October  25  at  Farmville 
County  Fair. 

As  chairman  of  the  finance  committee  of  the  Pitt  County  Unit  of 
National  Defense,  Mrs.  Beekwith  delivered  before  the  Home  Economics 
Department  of  the  Woman's  Club  of  Greenville,  on  the  afternoon  of 
October  25,  a  speech  on  the  subject:  "Home  Makers'  Responsibility." 


On  Friday  evening,  November  9,  Mrs.  Beekwith  delivered  an  address 
at  Smithtown,  on  "The  Country  Woman's  Part  in  the  World  War." 
On  the  evening  of  November  10,  at  Arthur,  N.  O,  she  made  a  speech  on 
"Community  Service." 

Miss  Wooten  is  chairman  of  the  Pitt  County  Chapter  of  the  Red 
Cross  Society,  and  is  serving  her  second  term  in  this  position. 


284  The  Training  School  Quakteklt 

Mr.  Austin  is  chairman  of  the  Executive  Committee  of  the  chapter. 
He,  too,  was  reelected  at  the  recent  business  meeting. 


There  are  314  students  enrolled  in  School  this  year. 
Numbers  There  were  127  applicants  refused  admission  because  of 

the  lack  of  room.  Forty-one  students  are  rooming  out- 
side of  the  dormitory,  who  take  their  meals  in  the  School.  By  a  swift 
calculation  you  will  see  that  we  need  dormitory  room  for  168  more  girls 
this  fall. 


Mr.  L.  R.  Meadows  is  in  the  Officers'  Training  Camp 

i^rc^rr!adOW8  at  Fort  °gletnorPe-  He  writes  enthusiastically  of  the 
camp  life.  He  is  on  leave  of  absence  from  the  Train- 
ing School  for  the  fall  term  while  he  is  undergoing  the  three  months 
training.  His  leave  of  absence  will  be  indefinitely  prolonged  if,  at  the 
end  of  his  service,  he  enters  the  United  States  Army  for  full  and  active 
service.  Mr.  Meadows  is  very  greatly  missed  in  the  School  and  in  the 
town  of  Greenville,  where  he  has  taken  active  leadership  in  many  things, 
but  especially  in  his  church.  The  School  and  his  fellow-citizens  in  the 
town,  however,  are  proud  of  the  patriotic  stand  he  has  taken  in  offering 
himself  voluntarily  for  military  service. 


The  School  has  suffered  the  loss  of  several  valuable  teachers  who  have 
been  associated  with  the  School  for  several  years,  but  it  is  worthy  of 
note  that  in  every  case  the  severance  of  connections  was  with  mutual 
regret. 


Miss  Daisy  Bailey  Waitt,  who  has  been  teacher  of  Latin  for  the  past 
six  years,  resigned  at  the  close  of  last  year.  Miss  Waitt  has  been  so 
closely  identified  with  the  various  activities  and  has  been  such  a  valuable 
member  of  faculty  committees  for  solving  problems  of  the  School  she 
will  be  keenly  missed.  She  has  acted  as  adviser  for  classes,  for  society, 
and  for  Athletic  League.  The  Cross-Country  Walking  Club  is  her  crea- 
tion. She  has  taken  an  active  part  in  the  work  in  Women's  Clubs. 
She  was  for  two  years  president  of  the  Greenville  Branch  of  the  South- 
ern Association  of  College  Women,  and  was,  for  the  same  period,  chair- 
man of  the  Education  Department  of  the  North  Carolina  Federation  of 
Women's  Clubs.  At  the  time  of  her  resignation  she  was  vice-president  of 
the  Woman's  Club  of  Greenville.  She  frequently  brought  the  School 
in  touch  with  the  various  organizations  by  attending  the  meetings. 


School  News  285 

Miss  Margery  Herman,  for  four  years  teacher  here  in  the  Department 
of  Science,  was  married  on  September  18,  to  Mr.  Jay  Zeamer,  of  New 
York  City.  They  will  make  New  York  headquarters,  but  Mr.  Zeamer's 
business  has  taken  them  to  Havana,  Cuba,  for  the  winter.  They  are 
staying  at  the  Royal  Hotel.  Miss  Herman's  ways  of  getting  the  students 
interested  in  birds  and  plants  will  never  be  forgotten  by  those  who  fol- 
lowed her  on  bird  hunts  or  helped  her  to  plant  flowers. 


Miss  Lula  Sherman,  who  has  taught  piano  here  for  two  years,  was 
married  at  Syracuse,  N.  Y.,  on  October  4,  to  Rev.  William  L.  Carpenter. 
Miss  Sherman  came  to  the  School  two  years  ago  to  teach  during  Miss 
Hill's  leave  of  absence  for  a  year's  study.  Last  fall  when  at  the  opening 
of  school  it  was  found  necessary  to  have  a  third  piano  teacher,  Miss 
Sherman  was  telegraphed  for,  and  returned  to  us.  This  fall  she  re- 
turned to  begin  work,  but  changed  her  plans  and  asked  for  her  resigna- 
tion to  be  accepted.  Her  new  home  is  in  "the  Manse,"  Rankin,  Mich- 
igan. 


Miss  May  Barrett,  who  was  away  from  School  last  year  on  leave  of 
absence,  studying  at  Columbia  University,  has  permanently  severed  her 
connection  with  the  School  and  is  rural  supervisor  in  Maryland,  with 
her  office  at  Bel  Air,  Md. 

Miss  Barrett's  students,  those  who  studied  under  her  during  the  four 
years  she  was  teacher  of  Primary  Methods  here,  are  teaching  in  pri- 
mary grades  all  over  the  eastern  part  of  the  State,  and  in  some  places 
in  the  western  part,  and  the  Training  School  girls  are  making  a  repu- 
tation in  primary  work.  Miss  Barrett's  constructive  ability  was  shown 
especially  in  her  organization  of  the  student-teacher  work  and  the 
Model  School. 


Miss  Ray,  who  took  Miss  Barrett's  place  last  year,  has  returned  as 
the  permanent  teacher  of  Primary  Methods.  During  the  summer  she 
completed  her  work  at  Peabody  College  for  Teachers  and  received  her 
degree. 


Miss  Alice  V.  Wilson  comes  to  the  School  in  the  De- 

New  Teachers     partment  of  Science.     As  Miss  Wilson  has  taught  here 

three  summer   terms,   she  is   hardly  considered   a   new 

teacher.     Miss  Wilson  has  been  teaching  in  Winthrop   College,   Rock 

Hill,  S.  C.     She  formerly  taught  in  Greensboro  College  for  Women,  and 


286  The  Training  School  Quarterly 

is  well  known  throughout  the  State.  She  is  a  graduate  of  Massachusetts 
Institute  of  Technology,  and  has  taken  work  in  Science  at  Cornell  and 
at  other  schools  and  universities.  She  taught  Hygiene  and  Sanitation 
at  the  summer  school  of  the  University  of  Virginia  during  the  past  sum- 
mer. 


Miss  Pattie  Wooten,  of  Greenville,  a  graduate  of  Randolph-Macon 
Woman's  College,  has  charge,  during  this  term,  of  the  academic  classes 
in  English.     Miss  Jenkins  has  all  of  the  professional  classes  in  English. 


Miss  Mary  Bertolet,  of  Reading,  Pa.,  a  Peahody  Conservatory  pupil, 
comes  in  Miss  Sherman's  place  as  teacher  of  piano. 


Miss  Dora  Meade,  of  Rochester,  1ST.  Y.,  a  Peabody  Conservatory  pupil, 
is  teaching  piano  this  term  in  place  of  Miss  Fahnestock,  who  is  away  on 
leave  of  absence. 


The  Rural  School  Supervisor 

(Outline  of  the  work  from  the  Maryland  Department  of  Education) 

1.  Assist  the  counties  to  determine  the  field  of  operations  of  county 
supervisors,  i.  e.,  what  kind  of  schools  and  what  grades  should  be  super- 
vised, and  what  should  be  the  supervisory  function  of  the  county  super- 
intendent. 

2.  Visit  as  many  schools  as  possible  in  company  with  supervisors, 
note  conditions  of  school  property,  observe  the  teacher  at  work  in  the 
classroom  and  the  supervisor's  manner  of  working  with  the  teacher,  and 
to  advise  with  the  supervisor  about  ways  and  means  of  improving  class- 
room instruction. 

3.  Start  work  upon  a  course  of  study  for  rural  schools,  to  be  formu- 
lated by  supervisors  in  each  county,  mainly  for  that  county,  and  a  State 
course  to  be  evolved  from  these. 

4.  Secure  a  workable  schedule  of  time  limits  for  the  daily  recitations 
in  the  rural  one-teacher  school. 

5.  Encourage  professional  growth  of  teachers  through  private  study. 

6.  Encourage  the  organization  and  conduct  of  School  Improvement 
Associations — which  should  be  done  by  the  Department  in  general. 

7.  Make  reports  of  conditions  observed  and  prepare,  subject  to  revi- 
sion, articles  for  the  press  bearing  upon  the  rural  school  situation. 

8.  Make  photographs  of  school  buildings,  private  houses,  lawns,  land- 
scapes, etc.,  illustrative  of  rural  life. 

9.  Collect  a  library  of  rural-life  literature  in  the  Department  and  as 
a  model  for  school  officials  and  teachers. 

10.  A  plan  of  cooperation  between  the  Extension  Department  of  the 
State  College  of  Agriculture  and  the  State  Department  of  Education, 
looking  to  a  larger  recognition  of  the  dominant  industry  of  Maryland 
in  public  school  instruction  by  bringing  the  work  of  agricultural  exten- 
sion under  the  direction  of  the  former,  and  of  vocational  training  under 
the  supervision  of  the  latter,  into  closer  union. 

11.  Phases  of  elementary  education  which  the  people  should  know. 

12.  Keep  a  registry  of  eligible  elementary  teachers  not  at  present  em- 
ployed in  Maryland  schools. 


288  The  Training  School  Quarterly 

The  punster  of  the  Joyner  School,  Miss  Mary  ISTewby  White,  is  having 
fun  in  juggling  with  the  combination  of  names  connected  with  the 
School,  and  has  jotted  them  down  in  a  jingle  which  we  are  passing  on 
to  others : 

We're  teachers  of  the  Joyner  School 

Who  keep  things  going  strict  to  rule. 

The  principal,  whose  name  is  Wall, 

Makes  problems  so  clear,  they  seem  small, 

The  intermediate  teacher,  whose  name  is  White, 

Works  away  calmly  with  all  her  might, 

While  Miss  Lowder,  the  primary  marm, 

Attracts  the  little  ones  with  her  charm. 

With  the  combination  of  the  Lowder-White-W all 

We'll  stand  the  test  of  any  squall. 

All  working  together,  we'll  gain  much  good, 

For  we  work  with  Wright  and  right  Underwood. 


What  is  a  Company  ? 

Civilians  are  finding  that  they  are  somewhat  bewildered  by  military 
terms  and  ranks  that  every  soldier  can  glibly  use.  Few  pupils  know  just 
what  a  company  is  composed  of  or  a  regiment.  Teachers  should  be  able 
to  explain  the  terms  that  are  connected  with  the  company,  the  unit  that 
each  town  feels  is  nearest,  and  to  know  the  regiments  as  well  as  the 
larger  divisions  of  the  army.  An  officer  was  kind  enough  to  make  out 
the  list  for  us. 

Below  is  given  the  Infantry  Organization  as  it  is  now : 

A  Squad  is  composed  of  8  men,  7  men  under  a  corporal. 

A  Platoon  is  composed  of  7  squads  under  a  lieutenant  who  has  3  ser- 
geants to  assist  him. 

A  Company  is  composed  of  Company  Headquarters  and  4  platoons. 

Company  Headquarters  is  as  follows: 

1  captain  in  command 

1  first  lieutenant,  second  in  command 

1  first  sergeant 

1  mess  sergeant 
4  cooks 

2  buglers 

4  mechanics  (carpenters) 
1  corporal   (company  clerk) 

First  and  fourth  platoons  are  commanded  by  first  lieutenants. 
Second  and  third  platoons  are  commanded  by  second  lieutenants. 


School  News  289 

Each  platoon  is  now  divided  into  4  sections :  first  section,  grenadiers ; 

second     and  third  sections,    riflemen    (bayonet  experts  and    snipers); 

fourth  section  handles  guns  (automatic  rifles  shooting  about  466  times 

per  minute). 

The  above  makes  a  Company  consist  of  the  following  officers  and  men : 
A  Company  has  in  it  commissioned  officers,  noncommissioned  officers, 

and  privates,  which  aire  given  below  with  their  j>ay  added. 

Commissioned  officers;  6: 

1  captain  $200.00  per  month 

3  first  lieutenants   166.67  per  month 

2  second  lieutenants  146.67  per  month 

Noncommissioned  officers  and  men: 

15  sergeants  $38.00  per  month 

4  cooks    38.00  per  month 

33  corporals   36.00  per  month 

4  mechanics  36.00  per  month 

2  buglers  30.00  per  month 

64  privates,  first  class  33.00  per  month 

128  privates    30.00  per  month 

Total  enlisted  men  in  company  is  250. 
Enlisted  men  are  furnished  food  and  clothing. 

A  Battalion  is  four  lettered  companies  commanded  by  a  Major,  whose 
pay  is  $250  per  month.     He  has   a  first  lieutenant   as  his  adjutant. 

WHAT  IS  A  REGIMENT  1 

A  Colonel  is  commander  of  a  regiment  and  with  him  are  a  Lieutenant- 
Colonel  and  a  Chaplain.  (The  chaplain  ranks  as  lieutenant,  or  higher, 
according  to  length  of  service.) 

The  pay  of  the  Colonel  is  $366.67,  that  of  lieutenant-colonel,  $300, 
and  that  of  chaplain  according  to  rank. 

The  regiment  is  composed  of : 

Headquarters  Company 

Supply  Company 

Machine  Gun  Company 

Lettered  Companies :  A,  B,  C,  D,  E,  E,  G,  H,  I,  K,  L,  M 

Headquarters  Company  has  6  officers  and  294  men.  They  are  divided 
into  sections :  band,  mounted  orderlies  for  field  officers,  and  gun  section 
which  handles  1-lb.  cannon  stretcher  bearers. 

The  Supply  Company  has  two  officers  and  152  men.  They  keep  up 
food,  clothing,  and  equipment  supplies  and  do  all  the  hauling.  They 
have  152  mules  and  88  wagons. 

A  Brigade  is  two  regiments.  The  commanding  officer  of  a  Brigade 
is  a  Brigadier-General.  He  has  a  major  as  adjutant  and  two  aides  who 
are  first  lieutenants.  They  have  some  enlisted  men  also  as  clerks  and 
orderlies. 


290  The  Teaining  School  Quaeteelt 

A  regimental  infirmary  is  attached  to  the  regiment.  This  has  3  doc- 
tors, 2  dentists,  and  about  30  enlisted  men.  This  unit  makes  the  dress- 
ing station  for  slightly  wounded  men  in  the  rear  of  battle. 


Red  Cross  Work  in  Pitt  County 

The  Pitt  County  Chapter  of  the  Red  Cross  had  one  of  the  best  reports 
read  at  the  State  Convention.  This  chapter  was  organized  June  27, 
1917.  When  the  report  was  submitted  by  the  chairman,  on  October 
27,  there  were  thirteen  auxiliaries,  and  two  places  where  there  were 
workers  but  no  auxiliaries.  The  total  number  of  members  is  1,128.  In 
addition  to  this,  Greenville  has  a  Junior  Auxiliary  with  a  membership  of 
700.  Greenville  was  one  of  the  first  places  in  the  State  to  organize  the 
school  children  into  an  auxiliary. 

The  figures  showing  the  amount  of  money  raised  are  interesting.  The 
total  collected  for  Red  Cross  work  is  $4,537.44.  To  this  may  be  added 
$665  raised  towards  an  ambulance.  The  amount  left  on  hand  for  car- 
rying on  the  work  through  the  winter  is  $2,272.82. 

The  total  of  articles  made  and  shipped  is  as  follows :  3  boxes  of  gauze 
dressings;  2  boxes  of  muslin  and  flannel  bandages;  equipment  for  18 
patients;  26  sets  of  knitted  articles;  255  comfort  bags;  2  boxes  of  sur- 
gical dressings  and  equipment  for  6  patients  were  ready  for  shipment 
when  the  report  was  made. 

Members  of  the  Red  Cross  attend  the  tobacco  sales  and  collect  money 
for  the  work.     The  first  Monday  in  November  the  collections  were  over 


Cfje  touting  ^>cfiooi 
Quarterly 


January,  Jf  efcruarp,  iWarcf) 
1918 


Table  of  Contents 


The  Schools  When  We  Are  at  War 291 

Thomas  Stockham  Baker. 

How  the  Schools  of  Pitt  Are  Helping 293 

S.  B.  Underwood. 

Humanizing  Civil  Government  for  Rural  Students 294 

R.  Reid  Hunter. 

A  Mother's  Voice  from  the  Trenches 297 

Mbs.  Margaret  Crumpecker. 

Organization  and  Administration  of  Physical  Education  and  Games  in  the 

Grade  Schools t 298 

R.  Russell  Miller. 

The  Latest  Flower  of  Chivalry 302 

Alice  Day  Pratt. 

What  We  Are  Doing  to  Conserve  Food  and  Keep  Down  Waste 305 

Nannie  F.  Jeter. 

The  Home- Acre  Flock  308 

Mothers'  Magazine. 

Making  Our  Own  Soap 309 

M.  E.  J. 

Housewives,  Attention!  311 

Ladies'  Home  Journal. 

Make  the  Farm  Poultry  Produce  More 312 

Herbert  E.  Austin. 

The  Teacher — Her  Call  and  Her  Mission 315 

S.  M.  Bbinson. 

A  Poet  Enlists 319 

Amelia  Josephine  Burr. 

Teaching  Correct  Usage  in  the  Primary  Grades 320 

Agnes  L.  Whiteside. 

The  Story  of  George  Dufant,  Pioneer  Settler  in  North  Carolina 325 

Ida  Walters,  '18. 

Economy  in  Clothing 331 

Martha  H.  French. 

Judge  Stephenson's  Address  on  War  Savings 334 

Athletic  Badge  Tests  338 

Some  Facts  and  Figures  About  Teachers'  Salaries  and  Expenses 342 

What  Training  School  Graduates  Are  Doing  and  Getting 345 

Editorials    347 

Progress  of  the  Work  at  the  Joyner  School 360 

Editorial  Departments: 

Reviews    353 

Suggestions  364 

Aiumnse    393 

School  Activities  400 

School  News  404 


Cfje  {framing  gkfjool  ©uarterlp 

Vol.  4  January,  February,  March,  1918.  No.  4 

The  Schools  When  We  Are  at  War* 

Thomas  Stockham  Bakek,  Tome  Institute,  Port  Deposit,  Maryland 

TT  IS  possible  that  our  education  has  been  too  individualistic.  We 
have  at  times  lost  sight  of  the  fact  that  each  boy  has  very  positive 
obligations  toward  the  state,  and  we  must  believe  that  it  is  the 
province  of  education  to  help  to  develop  this  feeling  of  nationalism.  Our 
country  has  always  been  bountiful,  and  it  has  asked  but  little  from  its 
citizen's.  It  has  always  been  an  asylum  for  those  who  have  been  oppressed 
by  the  conditions  in  Europe.  It  has  not  only  given  them  freedom,  but 
to  many  it  has  given  the  opportunity  of  self-development  to  such  an 
extent  that  they  have  become  men  of  position  and  wealth.  The  State  has 
demanded  for  all  these  benefits  almost  nothing,  and  the  opulence  and  the 
carelessness  of  our  Government  may  have  caused  some  to  feel  that  the 
obligations  between  citizens  and  the  States  are  one-sided.  The  schools 
must  do  their  share  toward  correcting  this  attitude  of  mind.  The  little 
Russian  schoolboy,  who  luxuriates  in  his  new-found  American  freedom 
and  the  marvelous  opportunities  of  his  new  home,  must  be  taught  that 
the  United  States  Government  is  a  benevolent  power,  but  that  it  requires 
something  in  return  for  the  great  benefits  which  it  showers  on  the  immi- 
grants who  come  to  its  shores.  The  foreign  boy  must  be  taught  that  he 
must  set  aside  his  feeling  of  fear  and  his  malign  opposition  to  govern- 
mental authority,  and  he  must  learn  that,  while  the  power  of  the  State 
here  is  never  oppressive  and  obtrusive,  it  must,  nevertheless,  be  respected. 
But  we  are  now  at  war.  What  are  the  tasks  that  fall  upon  the  schools  ? 
Education  even  at  this  time  must  not  concern  itself  merely  with  the 
prosecution  of  the  war.  As  far  as  schools  are  concerned,  the  saying,  "In 
time  of  peace  prepare  for  war,"  must  be  amplified  now  and  must  read : 
"In  time  of  war  prepare  for  peace."  The  important  thing  is  to  win  the 
war,  but  we  can  well  consider  a  form  of  preparedness  which  will  have  to 
do  with  the  problems  that  will  arise  after  the  war ;  and  in  this  form  of 
preparedness  the  schools  can  help  especially.  It  is  to  be  hoped  and  to  be 
expected  that  the  war  will  be  over  before  many  of  the  school  boys  of 
today  are  old  enough  to  bear  arms  for  their  country.  The  schools  Can- 
not afford  to  neglect  the  idea  that  their  students  may  some  day 
be  soldiers,  but  they  have  the  positive  knowledge  that  their  boys 
will  some  day  be  citizens,  and  we  therefore  dare  not  allow,  in 
the  midst  of  the  excitement  which  confuses  the  business  man 


^Written  for  the  New  York  Times,  Reprinted  in  Atlantic  Journal  of  Education. 


292  The  Training  School  Quarterly 

and  the  man  of  affairs  and  the  statesman,  the  work  of  the 
schools  to  lapse  or  to  slacken  in  the  smallest  degree. 

As  citizens  of  the  United  States  we  shall  have  responsibilities  and 
opportunities  tomorrow  which  we  did  not  dream  of  yesterday,  and  it  is 
the  patriotic  duty  of  every  educator  and  every  parent  to  see  that  the  boys 
of  today  receive  an  education  which  will  help  them  to  gather  the  benefits 
in  the  fullest  measure  which  will  come  from  the  sacrifices  of  their  fathers. 
The  times  call  for  an  intenser  and  more  thoughtful  form  of  instruction 
than  ever  before.  They  demand  a  closer  study  of  the  needs  of  the  Ameri- 
can youth  and  a  greater  zeal  in  giving  to  him  the  benefits  of  the  best  think- 
ing of  which  the  Nation  is  capable.  The  schools  must  not  be  dis- 
turbed. More  may  be  demanded  of  them;  more  may  be  asked  of  the 
American  boys.  They  must  realize  in  the  peril  which  confronts  their 
country  that  a  practical  form  of  patriotism  is  required  of  them,  and  that, 
while  they  may  not  serve  now  as  soldiers,  they  can  do  a  great  service 
later  if  they  have  fitted  themselves  to  be  men  of  courage,  intelligence, 
and  energy. 

Let  us  hope  that  there  may  be  a  quickening  in  the  life  of  all  schools. 
As  a  result  of  the  war,  it  is  probable  that  many  of  the  colleges  will  be 
depleted  and  the  advanced  studies  in  the  universities  almost  cease.  To 
balance  this  slackening  in  the  intellectual  life  of  the  country  it  is  espe- 
cially important  that  the  schools  be  keyed  to  the  highest  pitch. 

We  must  teach  our  boys  more  about  their  country ;  we  must 
develop  in  them  an  intelligent  patriotism.  The  schoolboy  in 
every  one  of  the  great  European  States  has  a  more  definite  idea 
of  the  aims  of  his  government  than  does  the  American  boy. 
The  young  Englishman  is  conscious  of  the  mighty  imperial 
sweep  of  the  rule  of  Great  Britain,  and  he  feels  that  if  he  is 
intelligent  and  if  he  is  a  clean  sportsman  he  may,  under  certain 
circumstances,  come  to  bear  a  share  in  the  administration  of 
the  great  empire,  if  not  at  home,  then  in  some  spot  in  one  of 
the  four  corners  of  the  world. 

The  French  boy  of  today  has  shared  the  feeling  of  mortification  with 
his  father  at  the  defeat  of  France  in  1871  by  the  Germans  and  the  loss  of 
the  provinces  of  Alsace  and  Lorraine,  and  he  has  longed  for  a  time  when 
he  might  have  the  opportunity  to  wipe  out  what  he  conceived  to  be  the 
stain  of  dishonor  that  rested  upon  his  country,  and  the  way  Frenchmen 
have  conducted  themselves  in  the  present  war  is  probably  the  most 
marvelous  thing  in  an  age  of  marvels.  If  by  some  mischance  France 
were  swept  into  the  sea  tomorrow  the  bravery  of  the  French  soldiers  and 
the  devotion  of  the  French  people  to  the  cause  for  which  they  have  been 
fighting  would  be  the  most  glorious  exhibition  of  patriotism  that  the 
world  has  ever  known. 

Boys  should  be  taught  that  we  can  afford  to  give  up  thought  of  foreign 
conquest,  but  we  must  be  prepared  to  stand  shoulder  to  shoulder  with 


The  Schools  When  We  Abe  at  War  293 

other  great  nations  in  maintaining  what  is  right.  We  cannot  afford  to 
hecome  a  nation  of  peace  fanatics.  We  must  do  what  we  can  to  make 
the  administration  of  all  departments  of  our  Government  honest  and 

thorough.  We  must  believe  more  in  statesmanship  and  think 
less  of  politics.  Boys  must  be  taught  to  want  to  make  our  country  in 
fact  and  in  deed  the  land  of  the  free  and  the  home  of  the  brave. 


How  the  Schools  of  Pitt  Are  Helping 

The  public  schools  in  Pitt  County  are  trying  to  do  their  part  toward 
helping  to  win  the  war.  Numerous  letters  have  been  sent  out  urging 
the  teachers  to  get  in  behind  all  the  war  measures.  This  note  has  been 
struck  at  every  meeting  held.  Every  school  in  the  county  has  been 
visited  by  the  Food  Conservation  Committee  or  its  representatives,  and 
the  children  enlisted  in  this  movement.  The  Food  Administration  and 
the  County  Superintendent  worked  in  close  harmony  on  this  drive. 

The  cause  of  the  second  Liberty  Loan  Bond  was  presented  to  every 
school  in  the  county  that  had  begun  work  on  Liberty  Loan  Day.  The 
work  was  done  by  teams  sent  out  by  the  central  committee.  Quite  a 
number  of  bonds  were  taken  by  school  children. 

Fully  90  per  cent  of  the  Red  Cross  meetings  in  the  county  have  been 
held  in  schoolhouses.  Red  Cross  rooms  at  Bethel,  Grimesland,  and 
Grifton  are  located  in  the  school  buildings.  The  sewing  class  in  the 
Grifton  High  School  is  conducted  practically  as  an  adjunct  of  the  Red 
Cross.  The  work  of  the  Junior  Red  Cross  has  been  recently  presented 
to  the  teachers,  and  results  are  expected  from  this  campaign. 

Just  now  we  are  entering  upon  the  thrift  campaign.  The  last  county 
teachers'  meeting  (January  26)  was  given  over  exclusively  to  this  matter 
and  to  the  Red  Cross  work.  Judge  Stephenson  presented  the  matter, 
and  every  teacher  pledged  full  support  to  the  movement.  Posters,  book- 
lets, etc.,  were  distributed,  and  a  plan  of  campaign  mapped  out : 

(1)  One-teacher  schools 

(2)  Schools  with  from  two  to  four  teachers 

(3)  All  other  schools 

A  prize  will  be  given  to  the  school  in  each  group  with  stamps  sold  to 
the  largest  percentage  of  its  enrollment  by  February  15.  The  campaign 
will  be  pushed  till  that  date,  and  wound  up  with  the  celebration  of 
North  Carolina  Day  (postponed  from  December  14  on  account  of  bad 
weather)  on  that  day.  Teachers  will  make  weekly  reports  of  sales  of 
stamps,  and  the  names  of  purchasers  will  be  published  in  the  county 
papers. 

At  this  writing  (January  29)  fully  half  the  stamps  sold  in  Pitt  County 
have  been  through  the  Greenville  City  Schools. 

S.  B.  Underwood. 


Humanizing  Civil  Government  for  Rural  Students 

H.  Reid  Hunteb,  Teacher  of  History,  Atlanta  School  of  Technology 

ONE  OF  the  great  problems  of  the  rural  teacher  today  is  the  teach- 
ing of  civil  government.  What  are  the  real  principles  or  aims 
of  civil  government?  What  to  teach  and  what  not  to  teach? 
What  specific  aims  or  purposes  should  the  teacher  set  up  for  the  student 
in  the  teaching  of  civil  government  ?  How  to  make  the  subject  interesting 
to  red  blooded  rural  students  ?  These  and  many  more  questions  are  con- 
stantly before  the  rural  teacher.  Much  progress  has  been  made  in  recent 
years  in  the  reorganization  and  enriching  the  content  of  many  of  the 
subjects  taught  in  the  public  schools,  but  very  little  attention  has  been 
given  to  the  study  of  civil  government  from  the  standpoint  of  the  country 
boy  and  girl.  The  teachers  in  the  seventh  grade  have  been  spending  their 
energy  in  drilling  into  students  the  qualifications  of  United  States  Sena- 
tors and  Congressmen,  Governors  of  the  State,  the  salary  of  the  Presi- 
dent, and  we  have  failed  to  teach  those  things  which  have  vital  connec- 
tions with  the  daily  life  of  the  students.  So  is  it  any  wonder  that  civil 
government  is  dull,  lifeless,  fossilized  and  a  subject  or  study  to  be  endured 
rather  than  enjoyed? 

Now  the  vital  question  is  what  can  be  done  to  put  some  life  into  our 
civil  government  and  make  it  a  study  which  will  function  in  the  lives 
of  the  children  and  older  people  of  the  community ;  not  function  ten  or 
fifteen  years  hence,  but  now,  in  the  ever  present.  Now,  to  do  this,  it  is 
very  evident  that  we  must  reorganize  our  material,  change  our  point  of 
interest  from  Washington,  D.  C,  to  our  own  community,  and  select  new 
material  from  the  great  store  which  is  open  to  all  teachers  and  students. 
In  the  selection  and  organization  of  our  new  course,  we  should  adopt  a 
few  fundamental  principles  and  standards  to  guide  us.  In  the  first  place, 
let  us  discard  the  term,  "civil  government,"  and  adopt  in  its  place  the 
term  "community  civics."  We  will  use  this  term  to  mean  the  activities 
of  individuals  in  relation  to  government  or  other  cooperative  enterprise. 
Second,  we  will  eliminate  all  data  which  does  not  contribute  rather 
directly  to  the  appreciation  of  the  methods  of  human  cooperation  and 
betterment  of  all  people  in  the  community.  Third,  we  will  make  a 
special  study  of  those  social  efforts  and  agencies  which  tend  to  help  make 
man  a  more  efficient  citizen  of  his  community. 

The  opponents  to  such  a  plan  will  doubtless  say  this  would  have  a 
tendency  to  preclude  the  teaching  of  practically  all  the  contents  of  our 
State-adopted  texts  on  civil  government.  To  this,  I  reply  that  if  the 
data  cannot  stand  the  test  then  discard  it,  and  have  the  energy,  courage, 
and  good  judgment  to  make  a  course  which  will  have  the  child  and  com- 
munity as  the  center  rather  than  a  book  as  a  center  around  which  to 
work. 


Humanizing  Civil  Government  for  Rural  Students  295 

In  the  study  of  civics,  we  should  begin  with  the  government  of  the 
home,  the  school,  and  then  work  to  the  points  of  contact  between  the 
child  and  governmental  activities.  This  will  lead  to  an  ever  enlarging 
circle.  I  give  at  the  end  of  this  article  a  list  of  a  few  of  the  governmental 
activities  and  other  cooperative  agencies  which  can  be  used  to  interest 
the  student,  and  in  many  instances  the  parent.  The  list  is  only  sug- 
gestive and  can  be  extended  and  worked  out  as  conditions  may  demand. 
In  the  discussion  of  these  subjects  it  is  suggested  that  the  teacher  always 
begins  with  the  student  or  community  and  not  with  the  Executive  Depart- 
ment in  Washington,  D.  C.  These  local  observations  and  discussions 
will  lead  to  larger  communities,  cities,  states,  nation,  and,  finally  to 
world  affairs.  In  this  way  one  will  have  an  opportunity  to  teach  the 
problems  of  the  community  and  incidentally  teach  some  formal  civics. 
Special  effort  should  always  be  made  to  supplement  information  on 
local  affairs  by  drawing  on  the  world  at  large.  If  this  is  done,  a  spirit 
of  broadmindedness  and  breadth  of  view  will  be  cultivated.  In  closing, 
let  me  urge  that  we  stress  more  the  responsibilities  and  duties  of  citizen- 
ship which  contribute  to  the  social  welfare  rather  than  the  personal 
rights  and  liberties. 

The  following  is  a  list  of  governmental  activities  and  other  coopera- 
tive agencies  which  can  be  used  in  working  out  a  few  topics  in  Rural 
Community  Civics : 

I.  The  postal  service 

1.  The  rural  free  delivery 

2.  Parcel  post 

3.  Postal  money  orders 

4.  Price  list  of  farm  products 

5.  Postal  laws 

6.  Post  roads 
II.  Health  activities 

1.  Medical  inspection  in  schools 

2.  Treatment  of  defectives  for 

a.  Hookworm 

b.  Bad  teeth 

c.  Adenoids 

3.  Inocculation 
a.  Smallpox 

6.  Typhoid  fever 

4.  Inspection  of  food 

5.  Pure  food  laws 

6.  Water  supply 
o.  In  the  home 
6.  At  school 

c.  Pollution  of  streams 

7.  Home  sanitation 
a.  Drainage 

6.  Sanitary  toilets 

c.  Disposal  of  garbage,  etc. 

8.  Federal  health  surveys 

9.  Treatment  of  contagious  diseases 


296  The  Training  School  Quarterly 

III.  Agricultural  activities  of  the  Government 

1.  Free  distribution  of  seed  and  plants 

2.  Promotion  of  the  cattle  industry 
a.  Tick  eradication,  dipping,  etc. 
&.  Quarantine 

c.  Vaccine 

3.  Home  demonstration  agents 
a.  Poultry  clubs 

6.  Canning  clubs 
c.  Literary  clubs,  etc. 

4.  Farm  demonstration  agents 
a.  Testing  of  soils 

o.  Boys'  corn  clubs 

c.  Farm  experiments,  etc. 

5.  Activities  of  the  Weather  Bureau 
a.  Weather  forecasts 

6.  Frost  and  snow  warnings 
c.  Weather  maps 

6.  State  and  Federal  experiment  stations 

7.  Agricultural  colleges 

8.  Farm-life  schools 

9.  Stocking  fish  ponds 
IV.  Poverty  and  relief 

1.  County  homes 

2.  Insane  asylums 

3.  Hospitals  and  schools  for  the  blind 

4.  Individual  or  outdoor  relief 

5.  Pensions,  state  and  federal 

V.  General  county  governmental  activities 

1.  Building  of  bridges  and  good  roads 

2.  Public  buildings 
a.  Courthouses 

6.  Building  of  new  schoolhouses 

c.  Jails 

d.  County  fair  buildings 

e.  County  home,  etc. 

3.  Listing  and  payment  of  taxes 

4.  Justice  of  the  peace  court 

5.  County  fairs 

6.  County  officials 
a.  Sheriff 

6.  Commissioners,  etc. 

VI.  General  cooperative  activities 

1.  Marketing  associations 

2.  Farmers'  Union 

3.  Farm  loan  associations 

4.  Rural  telephone  systems 

5.  Drainage  projects 

6.  Incorporation  of  rural  communities 

7.  Woman's  betterment  associations 

8.  Red  Cross 

VII.  Political  parties  and  elections 

1.  The  Democratic  party 

2.  The  Republican  party 


Humanizing  Civil  Government  for  Rural  Students  297 

3.  Conventions   and   primaries 

4.  Elections 

o.  Registration 
&.  Voting 

c.  Polls- 

d.  Bribery 

5.  Majority 

6.  Election  of  school  officials 
a.  Teachers 

6.  Committeemen 

c.  County  Superintendent 

d.  County  Board  of  Education 
VIII.  Military  service 

1.  County  militia 

2.  United  States  Army 

3.  United  States  Navy 

4.  Military  and  naval  schools 

5.  Universal  military  service 

6.  Draft  laws 


A  Mother's  Voice  from  the  Trenches 

In  a  vitally  interesting  interview  in  the  March  Mother's  Magazine, 
Mrs.  Margaret  Crumpeeker  gives  many  incidents  of  her  work  in  France 
of  which  one  is  here  quoted  : 

"On  the  battle-field  of  the  Marne,  for  miles  and  miles,  are  unending 
clumps  of  graves,  variously  marked.  Some  have  little  bottles  over  them 
with  a  note  inside  telling  of  the  buried ;  others  have  tiny  flags  with  the 
caps  of  the  buried ;  while  still  others  have  only  a  simple  cross  to  mark 
the  resting  place,  with  an  occasional  note  attached  to  a  stick  asking  if 
any  one  knows  of  the  resting  place  of  certain  soldiers. 

"At  one  place,  quite  near  the  front,  we  found  six  little  girls  wandering 
around  together  with  tiny  paper  bags  which  they  clung  to.  Where  they 
came  from  no  one  knew.  Their  names  had  been  hastily  worked  in  red 
thread  on  their  little  sleeves ;  and  they  had  in  the  little  paper  bags  their 
few  small  belongings.  Their  mothers  and  sisters  had  been  carried  away 
by  the  Germans.  One  of  these  little  girls,  who  seemed  about  two  years 
old,  was  so  careworn  that  she  reminded  one  of  a  little  mummy.  They 
all  wept  and  clung  to  any  woman  who  would  notice  them. 

"The  Red  Cross  workers  gather  up  these  little  children  and  send  them 
back  to  their  hospitals  as  fast  as  they  can,  and  there  they  are  protected 
and  cared  for  and  nursed.  I  shall  never  forget  seeing  a  Red  Cross  nurse 
pick  up  a  wee,  deserted  baby  girl,  who  was  sleeping  under  a  pile  of 
debris.  When  the  child  awoke  to  find  herself  in  the  arms  of  a  protector, 
her  withered  arms  wound  around  the  nurse's  neck  and  she  cooed  feebly 
in  contentment." 


The  Organization  and  Administration  of  Physical 
Education  and  Games  in  the  Grade  Schools 

By  R.  Russell  Miller,  Superintendent  Recreation  Department,  Raleigh,  N.  C. 

PLAY  is  the  primary  form  of  education,  because  activity  is  the 
sole  means  of  education.  However,  there  is  play  and  there  is 
play.  There  is  play  that  grows  like  a  weed,  and  never  gets  beyond 
the  weed  state,  and  there  is  play  that  has  careful  cultivation,  so  that  it 
becomes  a  useful  plant.  Any  thoughtful  person  who  has  observed  the 
children's  activities  during  an  ordinary  recess,  or  at  noon,  in  a  school 
where  many  must  stay  for  lunch,  must  see  that  the  latter  kind  is  required 
to  accomplish  results  worthy  of  efforts  expended. 

The  average  recess  or  noon  hour  means  recreation  for  comparatively 
few.  The  larger  ones  take  possession  of  the  grounds  in  rough-and- 
tumble,  unorganized  play.  The  majority  of  the  children  stroll  up  and 
down,  collect  in  little  groups,  and  plan  more  mischief  during  that  brief 
time  than  the  teacher  can  cope  with  in  a  week. 

Parents  are  beginning  to  realize  that  the  school  owes  the  child  some- 
thing besides  the  three  "Rs,"  and  unless  the  school  teaches  the  boy  and 
girl  how  to  live,  and  grow  into  strong  men  and  women,  it  is  not  doing  its 
part.  Physical  education  includes  and  will  lead  to  games,  contests,  better 
school  ventilation,  better  school  yards,  school  gardens,  and  school  play- 
grounds. 

A  plan  suggested  by  the  writer  in  a  talk  delivered  to  the  Civic  Depart- 
ment of  the  Greenville  Woman's  Club  contained  the  following  standards : 

1.  Medical  inspection  of  all  children  from  eight  years  up; 

2.  Two  talks  of  from  ten  to  twenty  minutes  on  personal  hygiene  each 
week; 

3.  A  two-minute  setting-up  drill  preceding  each  class ; 

4.  A  half-hour  of  supervised  play  each  day.  Fifteen  minutes  morning 
and  afternoon.  A  period  to  take  the  place  of  regular  recess,  and  each 
teacher  to  take  her  class  to  the  playground  during  stated  periods  and 
teach  them  the  various  games.  Every  child  will  have  a  chance  to  play 
by  this  method,  and  both  teacher  and  pupil  will  return  to  the  classroom 
greatly  benefited. 

In  planning  the  school  playground,  don't  forget  that  the  children 
themselves  will  help  solve  many  difficulties.  They  will  be  only  too  happy 
to  put  the  ground  in  better  shape  for  their  games.  Have  the  boys  lay  off 
a  baseball  diamond  where  there  is  no  danger  from  stray  balls,  either 
to  windows  or  to  children  playing  other  games.  Indoor  baseball  played 
outdoors  is  an  excellent  game  for  the  boys  and  girls  on  the  school  play- 
ground. Provide  good  balls.  The  best  are  the  cheapest  in  the  end.  Some 
of  the  pieces  of  apparatus  which  have  been  found  to  be  most  popular  on 


Games  in  the  Grade  Schools  299 

school  playground  are  swings,  teeters,  a  sand  box  for  little  children,  and, 
by  all  means,  a  slide.  Every  playground  should  have  its  jumping  pit  10 
ft.  by  15  ft.  The  earth  should  be  spaded  up  and  raked  until  smooth.  It 
should  be  kept  in  this  condition,  for  many  sprained  ankles  and  other 
injuries  are  the  result  of  the  boys'  jumping  on  the  hard  ground.  Jumping 
is  easier  if  a  plank  is  embedded  at  the  edge  of  the  pit  for  a  "take-off." 
Provide  a  pair  of  jumping  standards.  All  apparatus  should  be  placed 
where  it  will  not  interfere  with  the  open  space  needed  for  games,  and 
where  there  is  no  danger  of  a  child  being  hit  by  a  swing  when  he  is  play- 
ing another  game. 

The  best  playgrounds  are  always  the  ones  where  the  children  get  most 
of  their  play  through  active  participation  in  games,  and  outdoor  sports. 
The  first  essential  of  a  playground  is  play  leadership.  This  cannot  be 
emphasized  too  strongly.  It  is  not  schoolroom  discipline,  but  rather 
organization  and  leadership.  A  sympathetic  attitude  is  the  first  essen- 
tial. Psychology  and  philosophy  of  discipline  should  be  studied  from 
the  point  of  view  of  the  children,  rather  than  from  books.  No  amount 
of  technical  training  will  bring  results,  if  a  love  of  children  and  play 
are  absent.  However,  discipline  is  absolutely  essential.  Be  kind,  but 
firm ;  prompt  and  consistent.  Boys  in  particular  always  respect  a  teacher 
who  enforces  discipline.  All  boys  have  models,  ideals,  and  they  want 
the  real  article,  strong  and  reliable.  The  reason  a  boy  likes  you  (if  he 
will  tell  you)  is,  you  made  him  mind  and  do  what  you  wanted  him  to 
do,  when  you  wanted  it  done,  and  the  way  you  wanted  it.  ISTot  once  in  a 
while,  but  all  the  time.  You  are  not  doing  a  boy  or  girl  justice  to  let' 
them  have  their  own  way  unless  that  way  is  right. 

Keep  all  children  busy  doing  something.  Never  suggest  a  new  game 
to  the  children  until  they  get  tired  of  an  old  one. 

The  fewer  rules  the  better.  Insist  on  fair  play,  gentlemanly  behavior 
and  language. 

A  most  important  fact  is  that  you  regard  your  work  as  an  instrument 
with  which  to  build  character  and  make  good  citizens.  The  playground 
should  be  a  field  of  character. 

Appoint  leaders  in  mischief  as  assistants  in  caring  for  the  younger 
children.  Be  sure  that  they  know  the  rules  of  the  game.  But  do  not 
fancy  that  when  you  have  appointed  these  leaders  you  can  go  into  the 
schoolhouse  and  correct  papers.  You  must  be  right  on  the  ground  all 
the  time.  But  do  not  be  a  bench-warmer.  Play  with  the  children.  Set 
the  pace  for  vigorous  action,  skill,  courage,  regard  for  rules,  and  sports- 
manlike temper  in  defeat  or  victory. 

"A  boy  cannot  play  games  without  learning  subordination,  and  respect 
for  law  and  order." — Joseph  Lee. 

Never  hesitate  to  participate  in  the  play,  because  of  personal  dignity. 
Practice  what  you  preach.  Don't  fly  all  to  pieces  every  few  minutes  and 
wonder  why  the  children  behave  so.    By  playing  with  the  children  you 


300  The  Training  School  Quarterly 

will  come  into  closer  contact  with  your  boys  and  girls,  and  if  you  prove 
you  are  fair  and  square  in  your  decisions  and  insist  upon  fair  play  from 
them,  you  will  gain  their  respect  and  admiration.  You  can  bring  home 
in  half  an  hour's  play  ethical  lessons  which  you  could  talk  on  for  a  year 
in  the  schoolroom,  and  fail  in  making  an  impression. 

Full  explanations  should  be  given  before  each  game.  Each  playground 
teacher  should  have  a  whistle.  This  saves  strain  on  the  voice,  and  should 
be  understood  from  the  outset  to  command  instant  quiet,  and  all  play 
to  be  suspended  when  it  is  heard. 

The  best  playing  values  of  a  game  are  lost  when  played  by  more  than 
30.  The  reason  for  this  is  the  infrequency  with  which  each  child  can 
get  an  opportunity  to  participate,  i.  e.,  handle  the  ball,  run,  leap,  jump, 
etc.  Group  play,  by  which  is  meant  the  division  of  players  into  smaller 
groups,  is  the  ideal  method  for  getting  the  best  sport,  and  the  greatest 
value  out  of  the  games. 

The  choice  of  games  should  be  left  to  the  children,  after  they  have 
learned  enough  games  to  have  a  choice.  The  teacher  should  suggest  in 
this  regard,  and  not  dictate. 

Children  are  made  to  be  able  to  stand  a  few  falls,  knocks,  and  bruises. 
Don't  fear  to  see  them  fall  now  and  then.  This  is  nature's  way  of  train- 
ing agility.  Circle  or  ring  formations  have  a  pronounced  tendency 
toward  a  spirit  of  unity  among  players.  A  method  of  forming  concentric 
circles  is  to  form  a  single  circle,  and  have  every  alternate  player  step 
inward. 

Allow  or  encourage  certain  relaxation,  and  make  that  a  part  of  the 
game  or  exercise.  When  it  is  too  hot  to  do  anything  calling  for  active 
exercise,  quiet  games  of  educational  value  are  played,  as  Beast,  Bird, 
and  Fish ;  Air,  Fire,  Water ;  Button,  Button,  etc. 

There  have  been  a  number  of  suggestive  books  on  games  published; 
some  of  them  are :  Games  for  the  Playground,  Home,  School,  and  Gym- 
nasium, by  Jessie  Bancroft,  containing  descriptions  of  many  kinds  of 
games  from  singing  games  for  little  children  to  outdoor  games  for  older 
boys  and  girls ;  Education  by  Plays  and  Games  and  What  to  Do  at  Re- 
cess by  George  E.  Johnson;  Emmet  Angell's  Play;  Games  and  Dances 
by  W.  A.  Stecher;  Mari  R.  Hofer's  Popular  Folk  Games  and  Dances; 
Henry  Sperling's  Playground  Booh.  Many  others  might  be  mentioned. 
A  complete  bibliography  of  books  on  games  is  to  be  found  in  the  report 
of  the  Committee  on  Games  issued  by  the  Playground  and  Recreation 
Association  of  America.  The  American  Sports  Publishing  Co.,  21  War- 
ren Street,  New  York  City,  publishes  an  athletic  library  of  ten-cent 
booklets  containing  the  rules  for  baseball,  indoor  baseball,  playground 
ball,  and  other  ball  games. 

To  establish  a  standard  of  physical  efficiency,  the  Playground  and 
Recreation  Association  of  America  has  established  a  series  of  Badge 
Tests,  for  both  boys  and  girls.    Upon  request,  the  Association  will  send 


Games  in  the  Grade  Schools  301 

rules  for  conducting  these  tests,  and  also  the  certification  blanks  which 
will  enable  the  boys  and  girls  to  secure  the  badges.  There  is  nothing 
better  than  these  badge  tests  and  class  athletics  to  do  away  with  the  feel- 
ing that  only  the  best  athletes  in  a  school  might  enter  in  competitions. 
In  class  athletics  a  record  is  made  by  the  whole  class  or  school,  rather 
than  the  individual.     The  tests  are  not  easy. 

I  understand  that  it  is  difficult  for  women  teachers  to  superintend 
athletics  for  boys,  because  boys  have  an  idea,  as  a  rule,  that  they  are 
going  to  be  led  into  something  "babyish"  that  will  make  "sissies"  of 
them.  These  tests  will  greatly  appeal  to  boys.  It  requires  a  good  deal 
of  practice  and  skill  to  win  a  badge,  and  the  possessor  of  such  a  badge 
has  a  right  to  be  proud  of  his  athletic  skill. 

Girls  no  longer  think  it  is  "unladylike"  to  run  and  skip.  You  will 
find,  however,  that  they  have  no  conception  of  team-work  games.  Begin 
with  simple  games  like  three  deep,  touch  ball,  and  gradually  work  up 
into  the  other  games  that  require  skill  and  team  play.  Girls  are  very 
anxious  to  play  basket-ball,  but  in  the  grade  schools  this  game  is  far  too 
strenuous,  and  more  harm  than  good  may  come  from  the  game.  Captain 
ball  is  an  excellent  game  to  substitute  for  basket-ball.  Do  not  forget  the 
series  of  badge  tests  for  girls  corresponding  to  those  for  boys. 

There  is  no  form  of  play  that  girls  of  all  ages  love  more  than  they  do 
folk  dancing.  A  number  of  books  are  published  which  will  enable  even 
the  most  inexperienced  teacher  to  include  some  folk  dances  in  her  play 
program.  An  outline  of  girls'  activities  which  is  very  suggestive  is  issued 
by  the  Department  of  Physical  Education  of  the  Public  Schools  of 
Kalamazoo,  Michigan. 

Finally,  try  and  remember  in  all  your  work  with  children  that  "An 
ounce  of  sympathy  and  love  for  children  is  worth  a  pound  of  psychology." 


The  Latest  Flower  of  Chivalry 

Alice  Day  Pratt 

RAVING  been  granted  the  dangerous  privilege  of  saying  whatever 
I  please,  I  have  decided  to  ride  a  hobby.  I  was  born  a  lover  of 
animals.  Nothing  in  life  has  caused  me  so  much  pain — and  the 
fact  that  it  has  been  keen  and  constant  suggests  the  prevalence  of  the 
conditions  about  which  I  intend  to  speak — as  our  universally  indifferent, 
unthinking,  untaught,  heartless  attitude  toward  our  little  brothers  in 
Nature,  both  those  who  remain  in  Nature  and  those  for  whose  condition 
we  are  wholly  responsible,  having  domesticated  them  and  determined 
their  way  of  life. 

Once,  years  ago,  I  was  passing  on  the  street  car  through  perhaps  the 
most  crowded  block  of  downtown  Chicago.  On  the  edge  of  the  sidewalk, 
where  he  had  just  standing  room  between  the  hurrying  crowds  on  the 
footway  and  the  driveway,  stood  a  dog.  Every  bone  in  his  body  was 
pricking  through  the  skin ;  his  head  was  hanging  in  utter  discourage- 
ment with  the  chances  of  life.  Past  him,  day  after  day,  as  he  drooped 
and  starved,  rushed  throngs  of  Christian  (?)  people  who  had  glibly 
recited  since  babyhood,  "Blessed  are  the  merciful,  for  they  shall  obtain 
mercy."  To  any  one  of  these  unseeing  hosts  this  dog's  whole  nature 
would  have  responded  with  boundless  affection. 

This  little  scene  has  remained  typical  for  me  of  our  attitude  as  a  race 
toward  other  races.  How  much  certain  "traditions  of  the  elders"  as  to 
the  existence  of  all  other  species  solely  for  our  use  and  glory  may  have 
fostered  this  arrogant  attitude  of  ours  may  be  only  conjectured.  One 
can  imagine  the  great  Dinosaur  giving  himself  just  such  airs  in  his 
relation  to  the  little  reptiles. 

Now  the  phase  of  this  subject  that  I  wish  to  bring  to  this  publication 
is  the  question  of  the  training  of  children  in  the  right  regard  for  animals 
and  the  really  great  character-forming  possibilities  of  the  process. 

The  wise  ones  tell  us  that  our  youngest  citizens  are,  in  their  tastes  and 
impulses,  their  instincts  and  intuitions,  much  more  vitally  and  organ- 
ically in  touch  with  Nature  than  their  perverted  elders.  The  thin  veneer 
of  civilization  in  which  we  delight  to  hide  om-  heads,  believing  ourselves 
immersed  therein,  impresses  them  not  at  all.  They  are  still  in  the  age 
of  Wonder — of  open  mind  and  unbound  sympathies. 

For  countless  ages  it  was  the  lot  of  the  human  child  to  be  born  into 
a  close  companionship  with  the  creatures  of  the  woods  and  fields  and 
into  the  immediate  presence  of  all  the  seasonal  phenomena  of  Nature. 
How  much  of  the  hardness  and  materialism  of  our  city-bred  folk  may 
not  be  traceable  to  the  sudden  separation  of  childhood  from  this  natural 
and  congenial  companionship? 


The  Latest  Flower  of  Chivalry  303 

It  is  natural  that  our  companions  should  be  both  beneath  and  above 
us  in  constitution  and  power,  both  depending  upon  us  and  condescending 
to  us.  We  should  be  both  little  among  the  great  and  great  among  the 
little.  This  latter  condition  the  animal  creation  supplies  for  the  young 
human. 

Let  us  imagine  ourselves  in  the  position  of  perpetual  uplooking  to  our 
companions  (our  attitude  toward  them  always  more  or  less  propitiatory, 
sometimes  hypocritical),  and  with  no  creature  looking  to  us  for  love, 
kindness,  and  consideration. 

All  who  have  been  privileged  to  care  for  little  children  will  testify  to 
their  spontaneous  interest  in  animals  and  their  delight  in  all  out-of-door 
experiences. 

Let  the  farm-bred  reader  imagine  his  childhood  as  having  been  wholly 
deprived  of  the  recurring  delights  of  the  springtime — not  only  nor 
chiefly  the  beauties  of  Nature,  but  the  renewing  of  the  animal  creation : 
the  appearance  of  the  first  exquisite  brood  of  tender  "biddies,"  led  proudly 
from  their  hiding  place  and  demanding  regular  and  considerate  atten- 
tion, the  little  pigs  duly  valued  and  carefully  nurtured,  the  lambs,  the 
calves ;  Tabby's  furry  family,  rapturously  discovered  in  the  hay-loft, 
and  faithful  Collie's  shaggy  troop  with  their  irresistible  appeal. 

Every  country  child  has  the  opportunity  to  practice  benevolence,  and 
this  virtue  should  be  practiced  early.  If  it  is  our  idea  of  a  perfect  deity 
that  he  exercises  tender  love  and  consideration  for  creatures  infinitely 
beneath  him,  should  we  exempt  ourselves  from  such  obligation? 

Why  should  we  feel  any  confidence  in  prayer  for  such  benefits  and 
mercies  as  we  ourselves  have  the  power  but  not  the  will  to  confer? 

It  is  my  plea,  that  in  developing  and  training  a  child's  sense  of  obliga- 
tion toward  these  creatures  that  he  naturally  loves,  in  teaching  him  wise, 
patient,  and  considerate  care  of  all  according  to  their  nature,  we  are 
developing  godlike  traits,  among  which  is  the  "quality  of  mercy." 

There  is  an  incongruity  in  the  association  in  the  same  character  of 
religious  pretensions  and  indifference  to  suffering.  The  pious  brother 
whose  stock  go  unsheltered  in  the  icy  rains  of  winter,  underfed  and  over- 
worked, who  employs  barbarous  methods  of  slaughter,  whose  faithful  dog 
fears  to  approach  him,  need  offer  no  public  prayers  for  me.  I  should  not 
consider  them  effectual  even  though  fervent. 

Many  a  child  has  received  his  initiation  into  the  practice  of  "atroci- 
ties" on  his  father's  farm.  How  easily  may  such  an  acquirement  be 
turned  against  a  human  enemy !  On  the  other  hand,  what  a  school  of 
humanitarianism  the  farm  may  be ! 

Possibly  it  is  one  of  the  consequences  of  slavery  and  the  relegating 
)f  all  farm  work  to  the  colored  folk  that  the  care  of  stock  has,  in  the 
South,  been  robbed  of  much  of  the  dignity  and  importance  that  pertains 
io  it  in  some  other  parts  of  our  country.  Certainly  indifferences  to  the 
condition  of  even  valuable  animals  is  far  too  prevalent.     One  of  the 


304  The  Training  School  Quarterly 

offices  of  the  teaching  of  agriculture  in  our  schools  should  be  to  impress 
upon  children  the  importance  of  the  balanced  ration,  of  systematic  care 
and  good  housing. 

They  should  be  taught  concretely  what  an  economical  balanced  ration 
is,  for  the  horse,  the  cow,  the  hen,  and  should  learn  to  compare  the 
results  obtained,  for  instance,  from  a  well-fed,  well-housed  flock  of  hens 
and  from  the  neglected  hangers-on  of  the  barnyard. 

The  town  child,  if  fortunately  he  may  have  a  pet  or  two,  should  be 
made  responsible  for  their  care  and  should  be  held  to  it.  He  should  be 
taught  that  it  is  worth  while  to  provide  a  cozy  shelter  for  Towser  and 
Tabby  against  the  cold  of  winter  nights,  making  all  the  difference  between 
warm  comfort  and  keen  suffering. 

The  caged  bird,  if,  unfortunately,  there  is  one,  is  the  extreme  symbol 
of  helplessness. 

Let  us  teach  the  children  that  both  Mrs.  "Do-as-you-would-be-done-by" 
and  Mrs.  "Be-done-by-as-you-did"  are  looking  on. 

Is  not  regard  for  animals  the  latest  flower  of  chivalry? 


We  in  America  should  lead  in  educational  progress  more  than  should 
the  people  of  any  other  nation.  This  means  that  the  work  of  the  schools 
must  be  constantly  improved  as  social  conditions  change,  and  as  new 
needs  arise.  This  is  precisely  what  the  new  education  is  striving  to 
accomplish,  and  the  changes  which  you  see  taking  place  in  the  schools 
are  occurring  in  response  to  the  ever  widening  and  deepening  conviction 
that  the  business  of  the  schools  is  to  teach  the  young  what  they  will  need 
to  know  and  to  do  when  they  face  the  problems  of  actual  life. — Mother's 
Magazine  for  March. 


What  We  Are  Doing  to  Conserve  Food  and  Keep 

Down  Waste 

Nannie  F.  Jetee,  Manager  of  the  Dining  Hall 

T  BEGAN  my  efforts  to  keep  down  the  waste  as  soon  as  I  came  to  the 
Training  School,  two  years  before  war  was  declared.     I  had  been 
here  only  a  few  weeks  when  I  asked  all  of  the  seniors  who  presided 
at  the  tables  to  come  to  my  office  and  talk  over  the  question  of  waste. 

I  asked  them  to  help  me,  assuring  them  that  if  they  saved  on  bread, 
meat,  etc.,  I  could  give  them  ice  cream  and  other  dainties  so  dear  to  their 
palates.  This  helped  some,  but  it  has  taken  grim,  cruel,  relentless  war 
to  bring  them  to  real  saving.  The  students'  cooperation  during  the  past 
few  months  has  been  both  wonderful  and  beautiful.  I  started  in  the 
dining-room  to  preach  the  "Gospel  of  the  clean  plate,"  until  now  the 
girls  take  great  pride  in  showing  a  clean  plate  after  the  meal  is  over. 

Next,  I  learned  to  a  cupful  how  many  beans,  peas,  meat  and  bread 
would  go  around,  and  everything  is  measured.  If  any  food  is  left  from 
one  meal  we  try  to  fix  it  in  a  palatable  form  for  the  next  meal,  to  avoid 
carrying  over  waste  food.  Waste  in  the  kitchen  is  carefully  guarded; 
servants  are  required  to  take  on  their  plates  only  what  they  can  eat,  and 
woe  betide  the  one  who  is  caught  with  a  plate  partly  filled  with  food  in 
the  act  of  scraping  it  out. 

The  garbage  can  requires  the  closest  attention,  and  is  inspected  daily. 
Nothing  goes  into  it  except  eggshells,  potato  skins,  bones — after  being 
boiled  to  extract  every  particle  of  flavor — coffee  grounds,  tea  leaves, 
orange  skins,  except  what  I  need  to  conserve  for  seasoning,  and  the  roots 
and  outside  leaves  of  cabbage  and  collards. 

Clippings  from  a  newspaper,  "Garbage  Pail — Put  In"  "Garbage 
Pail — Keep  Out,"  have  been  posted  on  the  wall  of  the  kitchen  and  all  the 
servants,  kitchen  and  dining-room  help  asked  to  read  these  and  follow 
these  instructions  as  far  as  possible.  This  plan  worked  admirably,  with 
the  result  that  the  waste  from  a  meal  will  scarcely  fill  a  quart  cup. 

"When  I  came  to  the  Training  School  I  found  a  large  cask  of  black 
cooking  molasses.  Since  sugar  has  been  so  scarce,  I  boil  the  peelings 
and  cores  of  apples,  which  were  formerly  used  for  making  a  heavy  thick 
jelly,  add  to  this  a  very  little  sugar,  and  make  a  fruit  syrup  which  I 
put  in  this  cask  of  cooking  molasses  to  improve  its  flavor,  and,  like  the 
"widow's  cruse  of  oil,"  it  never  gives  out. 

We  save  every  piece  of  bread  and  make  crumbs  to  be  used  on  top  of 
baked  dishes  and  to  roll  fish  in  before  baking  or  frying.  Every  ounce 
of  fat  is  saved,  rendered,  and  mixed  with  other  lard,  and  used  as  shorten- 
ing for  biscuit,  thereby  saving  many  a  tub  of  lard. 


306  The  Training  School  Quaeteklt 

After  boiling  the  bony  pieces  of  meat,  from  which  we  make  stews,  and 
baked  dishes,  we  take  the  stock  and  with  the  addition  of  a  few  vegetables 
make  the  soup  which  forms  the  main  dish  for  our  Monday's  lunch. 

Speaking  of  the  garbage  can,  when  I  went  to  look  over  its  contents  a 
few  days  ago  I  found  about  a  dozen  nice  looking  baked  apples.  Upon 
inquiring,  one  of  the  servants  told  me  that  one  of  the  "young  ladies"  had 
slipped  up  on  her  high  heels  and  lost  her  apples  as  she  was  carrying  them 
to  her  tables.  I  hated  very  much  to  lose  the  apples,  but  as  no  harm  was 
done  to  the  "young  lady,"  I  readily  forgave  the  loss  of  the  fruit.  But 
any  loss  is  rare. 

All  of  the  fats  and  waste  grease  not  good  for  food  I  make  into  soap. 
A  full  description  of  the  making  will  be  given  elsewhere.  This  soap  is 
used  practically  for  all  dishwashing  and  scrubbing.  We  are  using  about 
half  the  quantity  of  sugar  that  we  used  this  time  last  year.  Our  desserts 
consist  mostly  of  fresh,  canned,  and  dried  fruits.  When  eggs  were  not 
obtainable  some  time  since,  and  the  girls  were  hungry  for  some  Sunday 
cake,  I  went  to  my  old-time  recipe  book.  I  glanced  at  the  fruit  cake 
used  so  often  in  my  early  housekeeping  days,  and  below  I  give  the  in- 
gredients : 

Fruit  Cake  of  1890. 

1%  lbs.  butter  2  tablespoonfuls  cloves 

1%  lbs.  sugar  2  tablespoonfuls  nutmeg 

1%  lbs.  flour  2  tablespoonfuls  mace 

1%  doz.  eggs  2  tablespoonfuls  cinnamon 

2  lbs.  raisins  1  tablespoonful  ginger 

2  lbs.  currants  2  wineglasses  brandy? 
1  lb.  citron 

I  was  short  on  sugar,  brandy,  and  some  of  the  fruits,  so  I  changed  the 
recipe  to  the  following,  which  was  pronounced  a  success  and  good  sub- 
stitute : 

Fbuit  Cake  of  Febbuaby,  1918 

2  cups  Oleo  or  lard 

1  cup  brown  sugar  (can  be  omitted  and  put  in  syrup) 

2  cups  molasses 

2  cups  sweet  or  sour  milk 

3  eggs   (or  omit  and  put  more  milk) 

1  tablespoon  and  1  teaspoon  of  soda 

2  tablespoonfuls  of  ginger 

1  tablespoonful  of  cinnamon 
1  tablespoonful  of  vanilla 
1  cup  chopped  raisins 
1  cup  jam 

1  cup  preserved  orange  peel 

2  spoonfuls  of  baking  powder 
&V2  cups  sifted  flour 

Bake  in  a  greased  mold  for  two  hours. 


To  Keep  Down  Waste  307 

In  my  early  days  of  housekeeping  I  did  not  think  a  breakfast  could  be 
served  without  meat,  but  now  we  all  eat  and  enjoy  our  meatless  break- 
fasts.   When  we  serve  meat  or  gravy,  we  do  not  serve  butter. 

Cutting  down  the  per  capita  amount  of  flour,  fats,  and  sugar  were  the 
problems  that  all  had  to  solve,  and  the  director  of  supplies  worked  con- 
stantly on  this. 

When  the  general  call  was  made  for  the  cutting  down  of  the  amount 
of  white  flour,  the  buyer  bought  graham  flour,  an  increased  amount  of 
oatmeal,  grits,  and  hominy.  Graham  flour  biscuit  have  been  on  the 
table  once  a  day  since  September. 

Cornbread  without  eggs  is  served  once  every  day;  and  sliced  Graham 
loaf  makes  the  third  meal. 

On  Sunday  morning  the  hearts  of  the  girls  have  always  been  gladdened 
by  the  sight  of  "Sally  Lunn"  muffins.  When  eggs  were  scarce  and  high 
we  had  to  disappoint  them,  and  when  I  crossed  the  campus  I  was  greeted 
with,  "Oh !  Mrs.  Jeter,  when  are  we  to  have  some  more  muffins !"  At 
last  a  crate  of  eggs  came,  and  I  was  afraid  to  use  them  as  freely  as 
formerly,  and,  calling  my  ally,  the  bread  cook,  we  made  the  same  quantity 
of  bread,  using  exactly  half  of  the  eggs  formerly  used,  and  everybody 
was  pleased  and  no  one  knew  the  difference.  In  the  fall  when  the  Food 
Administrator  called  upon  the  people  to  cut  the  amount  of  white  flour 
from  five  pounds  per  week  for  one  person  to  four  pounds,  the  school  was 
serving  a  fraction  over  two  and  a  half  pounds.  We  are  using  far  less 
than  that  now.    Fresh  pork  has  been  almost  cut  out. 

Last  year  we  served  bacon  about  three  times  a  week.  This  year  it  is  a 
treat  about  once  a  week — two-thirds  cut.  Last  year  we  had  ham  once 
every  week.  We  now  serve  it  about  once  in  two  weeks.  An  increased 
amount  of  cereal  might  seem  to  mean  an  increased  use  of  sugar,  but 
raisins  and  dried  figs  served  with  the  cereal  takes  the  place  of  sugar. 
Some  skeptical  person  might  ask  if  the  girls  are  getting  enough  to  eat. 
I  defy  any  school  to  show  a  healthier,  handsomer,  or  better  fed  crowd 
of  girls. 

The  amount  of  beef  used  has  been  cut  down  perhaps  to  one-fourth  of 
the  former  amount.    This  is  no  longer  the  foundation  of  the  fare. 

With  all  of  these  changes  in  our  manner  of  living,  I  am  pleased  to 
say  that  I  have  not  heard  a  complaint,  from  president's  office  to  kitchen 
help. 

The  housewife  must  learn  to  plan  economical  and  properly  balanced 
meals  which,  while  properly  nourishing  her  family,  do  not  encourage 
overeating  or  waste.  It  is  her  duty  to  use  all  effective  methods  to  protect 
food  from  spoilage  by  dirt,  heat,  mice,  or  insects.  She  must  acquire 
the  culinary  ability  to  utilize  all  left-over  food  and  turn  it  into  palatable 
dishes  for  her  family.  If  only  one  ounce  of  food  a  day  goes  to  waste 
we  will  in  one  year  lose  1,300,000  pounds  of  food. 
2 


308  The  Training  School  Quarterly 

This  is  a  war  that  will  be  won  by  the  women  of  our  land.  The  kitchen 
is  a  place  of  infinite  possibilities,  a  laboratory  of  interesting  experiments, 
an  altar  upon  which  the  sacred  fires  burn.  The  domain  of  the  housewife 
has  been  raised  from  obscurity  and  hard  labor  to  a  position  requiring 
brains  to  conceive  and  system  to  operate. 

Domestic  Economy  takes  its  place  beside  Political  Economy,  and 
"woman's  sphere"  stretches  from  Dan  to  Beersheba,  and  from  the  hearth- 
stone to  the  Capitol. 


The  Home-Acre  Flock 

It  may  surprise  the  readers  of  Mother's  Magazine  to  learn  that  a  great 
bulk  of  the  poultry  and  eggs  consumed  each  year  by  our  teeming  mil- 
lions of  people  is  the  product  of  poultry  flocks  managed  by  women,  says 
Charles  L.  Opperman  in  the  March  Mother's  Magazine.  This  condition, 
however,  can  be  more  readily  understood  when  we  come  to  realize  that 
from  eighty  to  ninety  per  cent  of  these  products  come  from  the  general 
farms  of  our  different  States,  and  that  the  manager  of  the  farm  flock 
is  the  woman  in  the  home.  Upon  her  falls  the  task  of  renewing  the  flock 
and  looking  after  the  breeding,  feeding,  housing,  and  general  care  of  the 
birds.  How  well  she  has  accomplished  her  task  is  strikingly  shown  in 
the  tremendous  growth  of  the  industry  during  the  past  few  decades. 
Today  we  speak  of  it  as  our  billion-dollar  industry,  a  splendid  tribute 
to  the  skill  and  perseverance  of  our  farm  women.  One  may  truthfully 
say  that  woman  is  the  master  poultry-keeper  of  America. 

While  it  is  true  that  the  woman  on  the  general  farm  has  played  a  big 
part  in  the  progress  of  the  poultry  industry,  we  cannot  overlook  the  fact 
that  an  almost  equally  important  role  has  been  carried  out  by  her  sister 
home  builder  in  our  countless  suburban  towns  and  villages.  The  ma- 
jority of  the  latter  class  are  producers  in  the  sense  that  they  produce 
sufficient  eggs  and  poultry  to  supply  the  family  needs,  but  it  is  not  un- 
usual for  such  flocks  to  return  a  tidy  profit  to  their  owners  at  the  end 
of  the  year  from  the  sale  of  surplus  eggs  and  poultry.  In  fact,  only  last 
year,  I  ran  across  a  suburban  flock  of  one  hundred  and  fifty  birds  that 
made  their  owner  a  profit  of  over  three  hundred  dollars  for  the  year. 


Making  Our  Own  Soap 

M.  E.  J. 

CHE  story  of  our  soap  made  at  East  Carolina  Teachers  Training 
School  for  the  kitchen,  in  the  kitchen,  and  from  the  kitchen 
grease,  is  a  story  in  conservation  that  is  worth  passing  on.  Long 
before  war  was  declared  and  the  necessity  for  checking  the  waste  had 
been  impressed  upon  us,  the  soap  made  in  the  kitchen  of  the  School  was 
a  matter  of  pride.  This  was  when  the  skins  of  bacon  were  saved  for  the 
grease  keg,  the  enlarged  "soap  gourd"  cherished  by  our  grandmothers. 
It  was  also  in  the  days  when  bacon  was  lavishly  used  and  an  abundance 
of  beef  tallow  from  the  chief  article  of  food  fed  to  schoolgirls,  beef,  found 
its  way  into  the  keg.  The  waste  fats  were  carefully  sorted  and  saved, 
the  beautiful,  clean,  white  fat  going  into  one  keg,  and  the  "shoddy"  into 
another;  and  they  were  made  up  separately.  The  result  of  the  former 
was  a  pure  white,  hard  soap  that  could  pass  over  the  counter  of  any 
drug  store  for  pure  Castile,  or,  if  put  on  the  market  in  cakes,  stamped 
with  a  trade-mark,  and  wrapped  attractively,  would  be  a  rival  of  Ivory 
soap.  The  one  who  has  charge  of  the  dining-room  and  kitchen  of  the 
School  knew  the  formula  used  by  her  foremothers  for  making  soap  for 
the  plantation,  and  had  inherited  from  her  mother  a  love  for  the  soap 
gourd.  She  also  knew  that  the  old-fashioned  negro  could  conjure  the 
soap  pot  as  no  white  hand  could.  She  discovered  among  the  servants 
just  the  one  she  was  looking  for — a  real  artist  in  soap-making.  Whenever 
fifty  pounds  of  grease  were  in  the  soap  keg,  "Aunt  Fannie"  was  given 
permission  to  take  a  day  off  to  tend  the  soap  pot.  She  would  accept  the 
ingredients  given  her,  and  would  let  the  lady  give  them  to  her  in  the 
correct  proportion  and  would  listen  to  the  scientific  instructions  and 
smile,  and  merely  ask  to  be  let  alone  and  she  would  make  it.  But  she 
said  they  must  not  hurry  her ;  she  knew  when  it  was  time.  She  proved 
herself  the  true  creative  artist  in  her  demands.  She  said  she  didn't  care 
so  much  about  what  amounts  went  into  the  soap,  but  she  could  make 
soap  out  of  grease,  lye,  and  water,  if  the  moon  was  right,  the  weather 
was  right,  and  if  she  felt  just  like  making  soap ;  but  she  would  make  only 
a  "mess"  if  she  couldn't  do  it  in  her  own  way.  Another  demand  was 
that  nobody  was  to  touch  it  but  herself,  and  nobody  was  to  doubt  it. 
Nobody  ever  dared  to  interfere  with  her  and  force  her  to  make  it  when 
she  was  not  in  the  mood.    She  has  never  failed  to  make  good  soap. 

After  food  conservation  became  the  watchword  of  the  kitchen,  bacon 
fat  was  used  for  cooking;  the  amount  of  bacon  was  cut  down;  the 
meatless  days  and  the  porkless  days  reduced  all  fats  to  a  minimum,  and 
the  few  skins  were  put  in  bread ;  the  bacon  fat  was  used  over  and  over  for 
cooking  until  there  was  nothing  left  to  use ;  tallow  was  used  in  cooking  to 


310  The  Training  School  Quarterly 

the  last  bit.  It  looked  as  if  there  was  to  be  absolutely  nothing  left  for 
soap  grease,  but  the  watchful  eye  found  it.  The  plates  were  carefully 
wiped  out  after  gravy  or  meat  had  been  on  them.  The  greasy  fishbones 
were  put  into  the  keg.  The  charred  scraping  of  the  pans  after  the  fat 
had  been  used  repeatedly,  also  went  into  the  keg.  The  soap-grease  keg 
had  caught  what  the  drain  pipe  and  garbage  pail,  unnoticed,  had  caught 
in  the  plentiful  times  before  the  war.  Soap  was  higher  and  the  soap 
made  last  year  was  getting  low,  so  the  soap  problem  was  getting  closer. 

"Grease,  lye,  and  water  are  the  essentials  of  soap,"  and  this  was  grease ; 
therefore,  soap  should  be  the  result.  Finally,  the  fifty  pounds  were 
saved;  "Aunt  Fannie,"  the  moon,  and  the  weather  were  all  just  right; 
therefore  the  soap  was  made.  True,  it  is  not  the  pretty  white  Castile- 
looking  soap,  no  more  than  the  bread  on  our  tables  is  pretty  and  white, 
but  it  does  the  work  of  soap ;  therefore  it  is  a  success. 

In  the  meantime,  "Aunt  Fannie's"  fame  had  gone  abroad,  and  some 
ladies  had  asked  to  see  the  soap  while  it  was  in  the  pot  and  to  see  how  to 
make  it.  She  had  three  pots,  or  "bilings,"  to  make.  One  of  these 
was  not  nearly  so  much  a  success  as  the  other  two,  because  one  of  the 
ladies  touched  the  paddle  with  which  Fannie  stirred  it,  and  the  soap  was 
disturbed  at  the  touch  of  another  hand;  another  one  asked  questions 
which  showed  she  doubted  it,  that  made  it  "angry,"  and  it  took  three  times 
as  long  for  it  to  cook.  It  cannot  be  denied  that  it  took  the  "angry  pot" 
three  times  as  long  to  cook  as  it  took  the  others. 

The  soap  is  made  by  the  following  formula : 

50  pounds  of  grease 

16  boxes  of  lye 

12  to  15  gallons  of  water 

The  tubs  of  soft  soap  are  set  aside  and  allowed  to  stand  for  some  time 
so  that  it  will  become  hard.  The  longer  it  stands  the  harder  it  gets.  It 
is  cut  in  blocks  and  placed  on  planks  and  dried  in  the  air.  It  is  very 
much  better  to  make  it  in  dry  weather  unless  allowance  is  made  for  the 
moisture  that  will  be  absorbed  from  the  air,  and  less  water  is  put  in.  If 
the  soap  separates  and  does  not  mix  well,  more  water  is  added ;  if  it  is 
too  thin,  it  is  boiled  down  to  the  right  consistency.  The  testing  of  the 
soap  is  by  pouring  into  a  saucer  and  if  it  forms  a  hard  cake  and  lathers 
well,  it  is  done.     Any  one  who  has  tested  fudge  can  test  soap. 

The  soap  is  made  in  a  big  steam  caldron,  shaped  very  much  like  the  old- 
fashioned  wash-pot  that  has  been  used  for  soap-making  all  through  the 
South  wherever  the  old  customs  have  been  kept  up. 

The  soap-making  here  is  just  the  same  as  the  soap-making  practiced 
on  every  plantation  years  ago,  and  it  is  still  made  on  many  farms.  This 
is  simply  adapting  to  an  institution  one  of  the  old-fashioned  methods  of 
conservation  used  by  every  thrifty  housewife  on  the  farm. 


Housewives,  Attention! 

The  Massachusetts  Woman  Suffrage  Association  has  issued  the  following 
timely  advice: 

GARBAGE  PAIL— PUT  IN 

Egg  shells — after  being  used  to  clear  coffee. 

Potato  skins — after  having  been  cooked  on  the  potato. 

Banana  skins — if  there  are  no  tan  shoes  to  be  cleaned. 

Bones — after  having  been  boiled  in  soup  kettle. 

Coffee  grounds — if  there  is  no  garden  where  they  can  be  used  for  fertilizer, 
or  if  they  are  not  desired  as  filling  for  pincushions. 

Tea  leaves — after  every  meal. 

Orange  skins — unless  used  as  source  of  jellymaking  material  to  be  added 
to  rhubarb  or  strawberry  juice. 

Asparagus  ends — after  being  cooked  and  drained  for  soup. 

Spinach — decayed  leaves  and  dirty  ends  of  roots. 

GARBAGE  PAIL— KEEP  OUT 

BREAD — Slices  may  be  used  for  toast,  moistened  with  hot  salt  water. 
Crusts  and  pieces  may  be  dried  and  crushed  for  use  on  scalloped  dishes. 
Mixtures  of  different  kinds  of  breads  and  muffins  may  be  crushed  and  used 
like  ready-to-eat  cereal.  Pieces  may  be  softened  in  water  or  milk  and  used 
in  brown  bread,  griddle  cakes  and  muffins,  and  for  stuffing. 

FAT  of  all  kinds — May  be  melted  and  strained,  some  used  in  place  of  lard 
and  butter.  Any  fat  too  hard,  too  strong  in  flavor,  or  too  old  may  be  used 
in  soap. 

TABLE  WASTE — Each  member  of  the  family  should  be  trained  to  take 
on  his  plate  only  as  much  as  he  will  eat. 

COOKED  EGGS — Scramble,  omelets,  etc.,  may  be  used  in  garnishing 
salad,  in  hash,  soups,  etc. 

MACARONI  and  cheese,  tomato  sauce,  etc.,  etc.,  as  stuffing  for  peppers, 
tomatoes,  etc. 

COOKED  CEREAL — May  be  reheated,  may  be  fried  and  served  with 
syrup,  may  be  used  in  muffins,  bread,  griddle  cakes,  puddings. 

MEAT — May  be  served  cold,  reheated  in  gravy,  chopped  and  served  on 
toast,  chopped  and  mixed  with  potatoes,  or  bread,  for  hash. 

SOUP  MEAT — Only  about  1-20  of  the  nourishment  in  meat  is  drawn  out 
in  making  soup.  The  flavor  is  also  drawn  out,  but  if  more  flavor  can  be 
added  to  the  meat  it  can  be  used  in  a  meat  pie,  stew,  hash,  mince  meat,  etc. 

TABLE  WASTE — Only  as  much  should  be  prepared  as  will  be  eaten. 

VEGETABLES,  and  water  in  which  they  have  been  cooked — Vegetables 
may  be  used  for  salad  and  for  soup.  Water  may  be  thickened,  milk  and 
seasoning  added,  and  used  for  soup.  Vegetable  water  may  also  be  used  to 
make  gravy  for  roast  meat  and  used  instead  of  plain  water  in  cooking  meat 
for  stew. 

STAIE  CAKE — May  be  steamed  and  served  with  a  sauce,  as  pudding. 

— The  Woman's  Journal. 


Make  the  Farm  Poultry  Produce  More 

Herbert  E.  Austin 

CHE  real  function  of  the  public  school  in  the  community  life  is 
being  shown  as  never  before  in  the  history  of  our  State.  It  is  the 
center  to  which  all  the  people  of  the  community  are  coming  in 
increasing  numbers  for  help  in  meeting  the  perplexing  problems  of  the 
day  and  hour.  It  is  the  center  from  which  is  going  out  inspiration  and 
suggestions  that  will  result  in  more  efficient  living. 

Two  great  problems  face  our  country  today.  To  bring  this  war  to 
a  successful  close  as  soon  as  possible;  to  prepare  our  boys  and  girls 
to  take  the  places  of  leadership  in  the  world's  life  after  the  war.  Both 
are  imperative;  both  compelling.  In  both,  the  teacher  and  the  public 
schools  must  play  a  vital  part. 

The  pressing  problems  of  the  day  and  hour  are  the  real  teacher's 
opportunity  to  vitalize  her  school  work;  to  link  school  with  home  and 
life  by  a  tie  that  shall  never  in  the  future  be  broken. 

The  great  problem  of  the  day  and  hour  is  food  production  and  food 
conservation. 

The  world  is  clamoring  for  food.  How  to  add  to  the  world's  supply 
of  food  is  a  burning  question  in  every  community  and  household.  The 
teacher  and  the  school  can  help.  Garden  work,  poultry  club  work,  pig 
club  work,  etc.,  become  the  needs  of  the  hour. 

Below  are  some  suggestions  for  practical  poultry  work : 

LESSON  No.  1 
Subject:  Poultry. 
Problem. — How  best  can  we  increase  the  poultry  products  of  our  community 

without  materially  increasing  the  labor  and  cost  of  production? 
Pacts  that  should  be  known  and  their  value  appreciated: 

1.  There  are  enough  wastes  about  the  average  farm  in  the  South  to  support 

a  flock  of  one  hundred  hens  without  materially  interfering  with  the 
work  of  the  farm. 

2.  The  average  yearly  egg  production  per  hen  could  easily  be  raised  to  one 

hundred  eggs  per  hen  instead  of  seventy-five  as  at  present. 

3.  The  average  flock  of  hens  contains  too  many  slackers.     Thirty  to  forty 

per  cent  are  boarders,  not  workers.     The  following  figures  taken  from 
a  report  of  investigations  made  in  Connecticut  by  poultrymen  from 
the  Connecticut  Agricultural  College  are  significant: 
o.  Number  flocks  observed,  75;    number  hens  observed,  7,556;   number 
eggs    laid    week    previous,    2,130;    number    workers    found,    4,419; 
number  slackers  found,  3,137;   number  eggs  laid  after  removal  of 
slackers,  2,018.    The  removal  of  3,137  hens  reduced  the  egg  produc- 
tion only  112. 


Make  Farm  Poultry  Produce  More  313 

6.  Number  flocks  observed,  1;  number  hens  observed,  980;  eggs  laid  week 
previous,  2,406.    Number  workers  found,  677;  eggs  laid  by  workers 
week  after,  2,750.    Number  slackers  found,  303;  eggs  laid  by  slackers 
week  after,  10. 
c.  Number  flocks  observed,  1;  number  hens  observed,  78;  number  workers 
found,  14;   number  slackers  found,  64.     No  loss  in  egg  production 
after  culling. 
Answers  to  Our  Problem. — A  knowledge  of  the  above  facts  suggest  the  fol- 
lowing answers  to  our  problem: 

1.  Increase  number  of  hens  on  farm  to  one  hundred. 

2.  By  better  breeding,  elimination  of  scrubs   or  mongrels,  better  feeding 

and  care,  raise  production  to  at  least  one  hundred  eggs  per  hen. 

3.  Cull  out  the  slackers;   replace  them  with  workers.     Workers  have  pale 

yellow  legs,  beak,  ear  lobes  and  vent.  The  pelvic  bones  are  wide  apart 
and  flexible.  Slackers  have  yellow  legs,  beak,  vent,  and  the  pelvic 
bones  are  narrow. 

LESSON  No.  2 
Subject:  Poultry. 
Problem. — How  can  we  help  to  prevent  the  great  annual  loss  due  to  bad 

methods  of  producing  and  handling  eggs? 
Facts  that  should  be  known  and  their  value  appreciated: 

1.  Farmers  lose  millions  of  dollars  annually  from  bad  methods  of  production 

and  handling  eggs.  The  product  of  the  American  hen  loses  $50,000,000 
in  value  between  the  time  it  is  laid  and  the  time  it  reaches  the  con- 
sumer. 

2.  At  least  one-third  of  this  loss  is  preventable,  because  it  is  due  to  the 

partial  hatching  of  fertile  eggs  which  have  been  allowed  to  become 
warm  enough  to  begin  to  incubate.  The  fertile  egg  makes  the  blood 
ring. 

3.  The  rooster  makes  the  eggs  fertile. 

4.  The  presence  of  the  rooster  is  not  necessary  for  the  production  of  eggs. 

He  merely  fertilizes  the  germ  of  the  egg  and  makes  an  egg  that  will 
hatch.  The  fertile  germ  in  hot  weather  quickly  becomes  a  blood  ring. 
Summer  heat  has  the  same  effect  on  fertile  eggs  as  the  hen  or  incubater. 

5.  Infertile  eggs  will  not  produce  blood  rings. 

6.  Hens  not  running  with  roosters  will  produce  infertile  eggs — quality  eggs 

that  keep  best,  market  best,  preserve  best. 

Per  Cent  Loss  of  Farm  Eggs 
Infertile  eggs :  Total  Loss  24.2  % 


15.5  %  4  %        4.7  % 

Fertile  eggs :  Total  Loss  42.5  % 


29  %  7.1  %  6.4  % 


uiimiiiiiiiiiimiiijNli 


Lobb  at  Farm  In  Town  In  Transit 

Graph  teaching  desirability  of  infertile  eggs  for  market 

7.  The  market  desires  clean  eggs,  uniform  in  size  and  color.     A  few  low 

grade  eggs  in  a  case  lowers  the  grade  of  the  whole  case. 

8.  Eggs  will  absorb  odors. 


314  The  Training  School  Quarterly 

Answers  to  Our  Problem. — From  the  above  facts  we  can  obtain  the  following 
common-sense  rules: 

1.  Remember  that  heat  is  the  great  enemy  of  eggs,  both  fertile  and  infertile. 

2.  Gather  the  eggs  twice  daily  and  keep  them  in  a  cool,  dry  place,  free 

from  odors. 

3.  Market  the  eggs  at  least  twice  a  week. 

4.  Grade  your  eggs  as  to  size.     Uniformity  in  color  may  be  secured  by  keep- 

ing but  one  breed  of  hens. 

5.  Never  send  a  dirty  egg  to  market,  or  one  that  has  been  washed. 

6.  Sell,  kill,  or  pen  all  roosters  as  soon  as  the  hatching  season  is  over. 

LESSON  No.  3 
Subject:  Poultry. 

Problem. — How  can  we  help  to  prevent  the  great  annual  loss   due  to  bad 

methods  of  production  and  handling  of  eggs?   (continued). 

Facts  to  be  known  and  their  value  appreciated: 

1.  Many  eggs  fail  to  hatch  each  year  because  they  are  not  fertile.     It  is 

estimated  that  sixty-four  and  a  half  million  eggs  are  destroyed  annu- 
ally by  this  cause.  At  15  cents  per  dozen  what  would  the  annual  loss 
amount  to?  at  present  prices? 

2.  Infertile  eggs  are  due  to  the  following  causes: 

a.  Having  too  many  hens  running  with  one  rooster. 
6.  Having  a  rooster  of  weak  vitality. 

c.  Not  having  the  hens  running  with  the  rooster  for  a  long  enough  period 
before  the  eggs  are  selected  for  hatching. 

3.  Infertile  eggs,  if  they  do  not  remain  over  seven  days  under  the  hen  or  in 

the  incubator,  are  good  for  cooking  purposes  other  than  being  served 
as  boiled,  scrambled,  fried,  etc. 
Answers  to  Our  Problem. — An  appreciation  of  the  above  facts  will  suggest  the 
following  rules: 

1.  Select  nine  or  ten  of  your  best  layers  from  your  flock  and  place  them  in 

a  pen  with  a  good  vigorous  male  bird,  apart  from  the  rest  of  the  flock, 
three  weeks  before  you  begin  to  select  the  eggs  for  hatching. 

2.  Do  not  use  eggs  over  ten  days  old  for  hatching. 

3.  Do  not  use  eggs  that  have  become  chilled  for  hatching. 

4.  Remove  the  infertile  eggs  from  under  the  hen  or  the  incubator  before 

they  are  spoiled. 

5.  Have  a  rooster  of  good  vitality.    His  vitality  is  indicated  by  a  good  long 

lusty  crow,  and  his  ability  to  domineer  over  the  other  male  birds  of 
the  flock. 

In  the  development  of  the  above  lessons  we  are  under  obligations  to 
the  following: 

United  States  Department  of  Agriculture: 

Bulletin  No.  464.     Lessons  on  Poultry  for  Rural  Schools. 

Farmers'    Bulletin  No.  287.     Poultry  Management. 

Special  Bulletin,  November  30,  1914.  Suggestions  in  Poultry  Raising  for 
the  Southern  Farmer. 

Farmers'  Bulletin  No.  574.    Poultry  House  Construction. 

North  Carolina  Agricultural  Experiment  Station:  Bulletin  No.  221.  Profit- 
able Poultry  Raising. 

Agricultural  Extension  Service:  Extension  Circular  No.  6.  The  Proper 
Methods  of  Housing  and  Handling  the  Farm  Flocks. 

Progressive  Farmer:     Poultry  Special,  1918,  1917. 

The  Country  Gentleman:     1917-1918. 


The  Teacher— Her  Call  and  Her  Mission 

S.  M.  Brikson,  Superintendent  Craven  County 

CHE  language  of  the  Apostle  Paul  in  Ephesians  (4:10)  I  should 
like  to  address  to  these  young  ladies  and  call  it  my  text  for  this 
discourse:  "I  [with  elimination  of  intervening  words]  beseech 
you  that  ye  walk  worthy  of  the  vocation  wherewith  ye  are  called." 

I  am  addressing  these  words  to  people  upon  whom  larger  responsibili- 
ties rest  than  upon  the  Ephesians  of  nearly  two  thousand  years  ago. 

Responsibilities  are  fairly  measured  by  power  and  influence,  and  the 
modern  teacher  has  possibilities  of  influence  well-nigh  limitless. 

The  badge  of  Divine  sanction  and  approval  belongs  to  her  and  a  dig- 
nity attaches  to  her  profession  which  no  other  can  claim. 

The  purely  secular  teacher  must  concede  priority  to  the  teacher  of 
righteousness — the  preacher — but  to  no  other.  He,  who  is  clothed  with 
the  authority  of  heaven  to  preach  the  unsearchable  riches  of  Christ  has 
first  claim  upon  us ;  but  coming  closely  behind  him  is  the  one  who  opens 
the  eyes  of  the  child  to  the  fine  things  of  God's  creation  and  develops  in 
him  a  keen  sense  of  proportion  and  appreciation.  Her  mission  is  holy 
and  her  influence  is  measured  only  by  the  degree  of  her  appreciation  of  it 
and  ability  to  fulfill  it. 

Plastic  mind  offers,  objectively,  the  finest,  most  promising  clay  for 
mental  and  moral  modeling.  Its  pliable  character,  as  well  as  the  perma- 
nency and  value  of  its  ultimate  shape,  invests  the  teacher  with  a  dignity, 
an  immeasurable  responsibility  and  nobility,  which  lifts  her  from  the 
human  to  the  Divine  office. 

The  chiseled  marble  eloquently  witnesses  to  the  genius  of  the  sculptor. 
The  animate  clay  tells  more  eloquently  still  the  story  of  patient  labor 
and  consecrated  talent  dealing  with  immortal  mind. 

Cold  and  passionless  marble  may  for  a  time  withstand  the  destructive 
forces  of  nature,  but  crumbles  finally  into  its  native  dust. 

A  life  quickened  by  her  whose  soul  is  aflame  with  holy  zeal,  a  mind 
trained  by  her  whose  ministry  includes  both  skill  and  loving  interest — 
that  child  will  put  in  motion  wholesome  influences  which  shall  intensify 
and  multiply  to  the  end  of  time — even  through  the  long  stretches  of 
eternity  itself. 

The  efficient  business  methods  of  modern  times  are  vast  improvements 
over  the  primitive  methods  of  early  days.  Barter  and  exchange  have 
given  place  to  scientific  systems  of  finance  and  business.  The  social 
development  of  the  race — and  especially  the  intelligent  appreciation 
of  woman's  large  part  in  racial  progress — has  come  with  constantly 
quickening  pace  during  these  later  years.  Systems  of  government  all 
over  the  world  for  the  most  part  have  undergone  changes,  all  tending  to 


316  The  Training  School  Quarterly 

juster  systems,  with  fuller  recognition  of  the  rights  of  the  citizen,  all 
with  bent  towards  a  practical  and  efficient  democracy. 

These  things  have  come  largely  as  the  fruition  of  the  sacrificial  labors, 
the  devote'cl  and  intelligent  ministry  of  the  teacher. 

A  fair  assumption,  I  think,  is  that  progress  resultant  from  intellectual 
development  must  have  its  suggestion  and  its  stimulus  in  the  schoolroom. 
Many  of  the  startling  and  revolutionizing  inventions  have  come  to  us 
as  the  flowering  of  the  seeds  planted  in  the  child-mind  back  in  the  almost- 
forgotten  schoolroom.  Much  instruction  thought  to  have  been  lost  or 
wasted  has  yielded  to  the  state  and  nation  fourfold  upon  the  investment 
in  the  matured  conviction  of  great  leaders  of  the  race. 

It  is  here,  in  the  schoolroom,  that  the  teacher,  at  her  quiet  task — 
frequently  the  dull,  prosaic  task — of  stimulating  and  directing  mental 
activity,  leads  the  child  along  the  road  to  knowledge,  guiding  his  unwary 
steps  over  dangerous  ground  and  safeguarding  him  against  lurking 
evils.  During  those  school  days — the  days  of  planting  for  the  teacher — 
seed  of  moral  as  well  as  mental  kind  are  planted  and  watched  and  tended 
with  painstaking  care  until  they  shall  ripen  into  infinite  blessings. 

The  social  order,  the  political  systems,  the  industrial  organizations 
have  undergone  marvelous  changes,  wholesome  development,  in  these 
latter  days — all  because  somewhere  back  in  the  modest  schoolhouse  of 
Goldsmith's  fancy  or  the  impressive  schoolhouse  of  the  city  child  there 
labors  with  patient  care  and  ungrudgingly  some  teacher  whose  conscience 
is  not  satisfied  with  perfunctory  observance  of  fixed  schedule  of  work,  but 
whose  soul  feels  the  thrill  of  an  holy  mission  and  finds  infinite  joy  in  the 
young  life  constantly  unfolding  under  her  touch. 

In  referring  to  the  teacher  I  am  using  the  feminine  gender,  and  with 
ample  authority  for  so  doing.  More  than  80  per  cent  of  the  teachers  of 
youth  are  women.  It  is  not  a  mere  coincidence  that  the  number  of 
women  teachers  has  relatively  increased  as  our  country  has  expanded 
and  developed. 

We  first  find  a  woman  under  the  hard  and  cruel  restraints  put  upon 
her  by  her  husband,  the  life  of  drudgery  and  slavery  to  which  this  com- 
placent master  and  husband  committed  her.  Practically  all  the  teachers 
then  were  men.  A  thousand  years  later  and,  despite  the  growing  spirit 
of  independence,  only  about  5  per  cent,  of  the  teachers  then  were  women. 
There  were  no  institutions  of  learning  for  them.  Now  more  than  80  per 
cent,  of  the  teachers  are  women,  and  their  institutions  of  learning  are 
many  and  compare  favorably  with  those  for  men. 

All  of  this  has  come,  keeping  pace  in  every  step  of  progress  with  the 
growing  conscience  of  the  race.  The  world  was  never  before  so  greatly 
under  the  sway  of  conscience  as  today.  This  is  said  with  full  knowledge 
of  the  wide  variance  from  this  rule,  the  glaring  exceptions  to  it,  of  the 
few  nations  whose  lusts  for  empire  has  dulled  the  hearing  to  the  still, 
small  voice  of  conscience. 


The  Teachek — Her  Call  and  Her  Mission  317 

The  output  of  the  school  hears  the  imprint  of  -woman,  who  teaches  and 
practices  the  doctrine  of  helpfulness,  who  idealized  him  who  makes  the 
path  of  humanity  straighter  and  easier  and  not  him  who  moves  with 
strident  step  across  the  stage,  full-panoplied  for  savage  and  hrutal  war. 

The  moral  force  of  America  has  been  intensified  and  given  finer  tone 
by  that  influence  quietly  exerted  in  the  schoolroom,  that  spirit  which  has 
kindled  the  blaze  of  national  pride  in  the  men  and  the  women  whose 
patriotic  and  disinterested  service  has  made  America  the  leavening  power 
in  the  world  civilization. 

The  tender  qualities  of  woman,  her  large  store  of  sympathy,  her  gener- 
ous impulses,  give  her  natural  equipment  for  child  training  and  instruc- 
tion, aud  she,  better  than  man — unless  he  be  the  rare  exception — can 
develop  the  gentler  nature,  can  soften  and  mould  the  character  of  plastic 
child. 

I  wish  to  discuss  briefly  The  Teacher's  Call  And  Her  Mission. 

In  the  first  place,  the  call  to  this  service  comes  from  a  source  higher 
than  any  human  authority. 

"Get  wisdom,  get  understanding"  (Proverbs  4-5),  we  are  told  in 
Proverbs,  and  insistently  told  to  get  instruction.  This  must  presuppose 
the  teacher  who  is  to  impart  this  wisdom,  this  instruction. 

The  teachers  of  religious  and  secular  matters  were  then  the  same,  but 
the  separation  of  these  important  offices  does  not  affect  the  responsibility 
of  carrying  on  the  work  of  both. 

Gamaliel,  the  teacher  of  Saul,  held  high  station  in  the  Sanhedrin 
and,  through  all  these  centuries,  is  remembered  perhaps  as  much  for  the 
openness  of  his  student-mind  as  the  thoroughness  of  his  instruction. 

Timothy  (1:3,2)  includes  among  the  qualities  required  of  a  bishop 
that  he  "must  be  given  to  hospitality,  apt  to  teach." 

In  Psalms  (94:10)  the  necessity  of  the  teacher's  equipment  is  set  out, 
viz:  "He  that  teaches  man  knowledge,  shall  not  he  know?" 

The  high  value  placed  on  wisdom — its  transcendent  importance — by 
implication  vests  the  one  who  imparts  it  with  high  dignity  and  honor. 
I  think  wisdom  in  holy  things  as  well  as  secular  matters  is  included  in 
the  various  passages  which  emphasize  the  importance  of  knowledge. 

The  Divine  call  of  the  secular  teacher  is  gathered  by  implication  more 
often  than  by  direct  language.  The  call  of  the  teacher  springs,  too, 
from  the  very  organization  of  society. 

The  ideal  home  would  give  to  society,  as  its  product,  the  well-trained 
citizen.  But  in  practical  life  it  is  rare  that  one  can  find  in  a  single  family 
conditions  essential  to  the  wholesome  instruction  and  development  of 
the  child.  Incapacity  of  parent  for  this  important  work,  or  lack  of  time 
in  this  stressful  modern  life,  preclude  it.  It,  too,  perhaps  accords  best 
with  the  spirit  of  democratic  institutions — as  it  certainly  is  demanded 
by  the  necessities  of  the  situation — that  the  instruction  of  the  child 
should  be  committed  to  the  secular  teacher. 


318  The  Training  School  Quarterly 

The  practical  situation,  the  economic  situation,  the  social  organization, 
give  urgent  call  to  the  teacher,  and  to  the  degree  that  she  responds,  in 
numbers  and  efficiency,  will  the  adjustment  be  wise  and  beneficial. 

Our  political  system  itself  gives  strenous  call  to  the  teacher. 

If  we  were  living  under  the  sway  of  some  absolute  monarch,  and  our 
destiny  should  be  to  so  continue  to  live,  it  would  be  unwise,  both  for  the 
governing  class  as  well  as  the  governed,  that  the  latter  should  be  educated. 
Henry  George  stated  it  strongly  as  well  as  truthfully  when  he  said  that 
"If  a  slave  must  continue  to  be  a  slave,  it  is  cruelty  to  educate  him." 
There  is  humanity  and  profound  philosophy  in  this  statement. 

If  a  man  is  always  to  remain  in  servile  relation  to  another,  to  acquaint 
him  with  the  happy  lot,  the  fortunate  circumstances,  the  independent 
lives  of  other  people  would  merely  tend  to  embitter  his  own  life  and  fill 
it  with  useless,  unavailing  discontent. 

This  condition  does  not  obtain  in  a  nation  such  as  ours.  Here  every 
man  has  a  voice  in  naming  the  officers  and  shaping  the  policies  of  the 
Government.  The  need,  then,  of  general  enlightenment  is  manifestly 
important,  even  necessary  to  the  permanence  of  our  liberty. 

A  governmental  act  is  an  act  of  the  whole,  the  concrete  expression  of 
the  will  of  the  whole,  and  to  the  degree  that  the  body  of  our  citizenship 
is  educated,  to  that  degree  will  the  act  prove  wholesome  and  wise.  The 
early  fathers  understood  this  fully  when  they  framed  the  constitution  of 
the  State.  They  saw  clearly  the  relation  between  education  and  popular 
government  when  they  put  in  that  instrument  the  requirement  that 
"schools  and  means  of  education  shall  forever  be  encouraged." 

They  had  lived  under  other  governments  and  realized  fully  the  essen- 
tial difference  between  the  old  world  monarchies  and  the  forms  of  govern- 
ment which  their  democratic  natures  craved  and  to  secure  which  they 
had  braved  the  perils  of  strange  seas  and  desperate  battles. 

Poor,  untutored  Russia  furnishes  an  illustration  of  the  nation — mis- 
governed and  misguided  for  centuries,  accustomed  only  to  the  darkness 
of  the  dungeon  of  political  despair — now  thrust  into  the  open  glare  of 
its  newly  acquired  liberty,  cannot  yet  have  full  use  of  its  eyes  and,  in 
ignorance  and  blindness,  does  the  foolish  and  reckless  things  until  adjust- 
ment, through  intelligence,  shall  finally  come. 

No  political  power  can  regard  itself  as  permanent  unless  that  power  is 
a  grant  from  an  educated  citizenship,  and  no  citizen,  who  has  educational 
equipment,  can  withhold  from  the  Government  that  intelligent  interest 
in  public  matters  which  is  the  price  of  the  honest  return  which  the  State 
has  a  right  to  expect  and  exact. 

This  is  the  American  doctrine  as  opposed  to  the  traditional  doctrine 
and  practices  of  the  Russian  Government. 

The  striking  contrast  presented  by  these  two  nations  today  affords 
splendid  proof  of  the  wisdom  of  the  American  system.  The  one,  divided 
into  conflicting  groups,  rent  by  civil  strife,  torn  by  contending  factions, 


The  Teacher — Her  Call  and  Her  Mission  319 

a  victim  of  fickle  and  uncertain  sentiment,  growing  out  of  the  enforced 
ignorance  of  the  masses.  The  other,  demonstrating  efficiency  of  popular 
government  by  standing  with  practical  unanimity  behind  an  intelligent 
national  program  of  peace  and  of  war — a  nation  militant  in  the  cause  of 
individual  and  national  honor  and  fair  dealing,  a  nation  now  applying 
itself  to  the  arts  of  war  only  to  the  end  that  the  prophecy  of  Isaiah  may 
come  true  and  "the  swords  shall  be  beat  into  plowshares  and  the  spears 
into  pruning  hooks,  and  nation  shall  not  lift  up  sword  against  nation, 
neither  shall  they  learn  war  any  more." 

This  system,  the  American  system,  presupposes  an  enlightened  citizen- 
ship, and  to  the  teacher  we  must  look  for  this  saving  salt  of  our  govern- 
mental system.  She  it  is  who  shall  teach  the  young  American  the  princi- 
ples of  our  government  and  shall  stimulate  a  veneration  for  our  institu- 
tions and  a  zeal  for  their  maintenance  in  purity  and  vigor. 

In  the  schoolroom,  where  mind  is  impressionable,  where  ideas  whether 
right  or  wrong,  are  more  easily  implanted — here  it  is  that  correct  ideas 
of  government  should  be  taught  and  illustrated  and  enforced  through  the 
government  of  the  school  itself,  where  responsibility  of  citizenship  should 
be  impressed  upon  every  child  and  the  strong  obligation  to  moral  living 
which  goes  with  it. 


A  Poet  Enlists 

By  Amelia  Josephine  Bukb 

And  all  the  songs  that  I  might  sing — 

Madness  to  risk  them  so,  you  say  ? 
How  it  is  such  a  certain  thing 

That  I  can  sing  them  if  I  stay? 

The  winds  of  God  are  past  control; 

They  answer  to  no  human  call; 
And  if  I  lose  my  living  sold 

That  is — for  me — th  e  end  of  all. 

Better  to  shout  one  last  great  song — 

Dying  myself — to  dying  men, 
Than  crawl  the  bitter  years  along 

And  never  sing  again. 

— The  Outlook  {by  Permission). 


Teaching  Correct  Usage  in  the  Primary  Grades 

Agnes  L.  Whiteside 

DUEING-  the  last  few  years  educators  all  over  the  country  seem 
to  have  awakened  to  the  fact  that  the  so-called  language  teaching 
of  most  of  our  schools  has  been  a  failure  in  the  past  in  so  far  as 
developing  skill  and  effectiveness  in  the  use  of  the  mother  tongue  is 
concerned.  As  a  consequence,  a  revolution,  as  it  were,  has  come  about 
in  the  methods  of  language  teaching,  the  wholesome  effects  of  which  are 
already  beginning  to  be  felt  in  the  results  that  are  being  attained.  Let 
us  hope  that  this  forward  movement  will  continue  until  its  influence 
reaches  the  remotest  sections  of  our  land,  and  the  mother  tongue  in  its 
purest  and  most  attractive  form  shall  be  the  common  heritage  of  every 
American-born  child.  If  this  is  to  be  the  goal,  parents  and  teachers  must 
cooperate  and  do  nobly  their  share  of  the  work. 

Before  discussing  how  the  work  is  to  be  done,  let  us  first  look  into  the 
causes  which  have  made  it  necessary.  Why  is  it  that  we  find  such  ex- 
pressions as  "ain't,"  "I  didn't  see  nothing,"  "He  done  it,"  etc.,  so  common 
among  people  who  should  know  better?  In  most  cases  we  do  not  have 
to  go  far  to  find  the  reasons.  That  "language  is  caught,  not  taught," 
is  a  statement  we  have  often  heard,  and  those  of  us  who  are  teachers  come 
to  realize  more  fully  each  year  just  how  true  it  is.  The  child  receives  his 
earliest  language  training  in  the  home,  where  he  imitates,  first  con- 
sciously, later  unconsciously,  the  habits  of  speech  of  his  parents  and 
other  members  of  the  household.  Fortunate,  indeed,  is  he  if  he  comes 
from  a  home  where  errors  in  usage  are  unknown,  where  the  only  language 
heard  is  that  which  is  used  by  speakers  and  writers  of  the  best  English. 

There  is  an  old  saying  that  "Well  begun  is  half  done,"  and  were  home 
the  only  factor  which  enters  into  his  early  training,  the  child  of  the 
home  alluded  to  above  would  grow  easily  and  naturally  into  correct 
habits  of  speech.  There  are,  however,  other  factors  to  be  considered, 
for,  during  his  most  impressionable  years,  the  child  does  not  spend  all 
of  his  time  in  the  companionship  of  his  parents  and  others  of  the  family. 
In  many  Southern  homes  children  have  been  left  largely  to  the  care  of 
"Black  Mammy,"  and  under  the  magic  spell  of  the  melodies  she  has 
crooned  to  them,  and  the  charm  of  the  weird  tales  she  has  related,  bits  of 
dialect  appealing  strongly  to  childish  fancy  have  naturally  crept  in  and 
become  a  part  of  their  vocabulary.  In  still  other  sections  children  have 
been  cared  for  by  illiterate  white  servants,  either  American  or  foreign- 
born.  They,  too,  have  left  their  impress  upon  the  speech  habits  of  the 
young,  thereby  adding  other  links  to  the  chain  which  must  later  be 
broken  if  the  youth  of  our  land  is  ever  to  come  into  his  own. 


Teaching  Correct  Usage  in  Primary  Grades  321 

A  third  and  most  powerful  factor  which  enters  into  the  early  language 
training  of  the  child  is  that  of  the  playground.  As  soon  as  the  innate 
curiosity  of  the  child  leads  him  to  venture  forth  by  himself,  he  begins 
to  find  pleasure  in  the  companionship  of  other  children  and  to  seek  that 
pleasure  as  often  as  possible.  The  playground  of  the  home  gradually, 
as  he  grows  older,  widens  until  it  includes  that  of  the  street,  also,  and 
his  pleasure  in  play  increases  accordingly.  He  is  not  at  all  discrimi- 
nating in  his  choice  of  companions,  the  children  of  poor  and  illiterate 
parentage  often  being  preferred  to  those  of  better  homes,  preference 
being  based  upon  what  a  "fellow"  can  do,  rather  than  upon  who  a  "fel- 
low" is.  The  more  wonderful  the  "stunts"  of  which  he  is  capable,  the 
more  is  he  to  be  admired  and  imitated.  While  the  spirit  of  play  is  at 
its  height,  the  child's  mind  and  heart  are  open  wide  to  receive  impres- 
sions, and  that  which  he  takes  in  so  freely,  naturally  finds  lodgment  and 
comes  out  again  as  his  own.  Should  it  seem  strange,  then,  that  the 
children  of  the  best  homes,  so  called,  are  often  guilty  of  such  errors  as 
"  'Taint  so,"  "You  don't  know  nothin',"  and  others  equally  flagrant, 
when  they  are  expressions  most  commonly  heard  on  the  playground? 

Usually,  when  he  enters  school  the  child  has  been  talking  four  or  five 
years  and  comes  with  an  equipment  of  all  kinds  of  language,  much  of 
which  the  teacher  must  help  him  to  get  rid  of,  by  substituting  that  which 
is  more  desirable.  This  is  by  no  means  an  easy  undertaking,  as  habits 
once  formed  are  not  readily  uprooted.  The  teacher  who  attains  even  a 
reasonable  amount  of  success  in  this  work  must  first  of  all  understand 
child-nature,  and  next  must  have  a  true  conception  of  what  language 
teaching  is.  She  should  realize  that  every  recitation  is  a  language 
lesson,  and  the  standard  of  speech  in  one  is  the  standard  in  all.  Through 
tactful,  incidental  correction  in  conversation,  and  careful  direction  in 
written  work,  and,  through  the  use  of  much  rich  and  interesting  material, 
she  should  seek  to  direct  and  mould  the  taste  of  the  child  so  that  he  will 
eventually  choose  the  correct  in  preference  to  the  incorrect  way  of  say- 
ing things. 

Fortunate,  indeed,  is  the  child  who  receives  his  early  training  in  a 
school  where  this  new  and  larger  conception  of  language  teaching  holds 
sway.  He  has  continually  before  him  two  models — the  language  of  the 
teacher  and  that  of  the  best  literature.  The  powers  of  imitation  are 
so  strong  within  the  child  that,  when  once  a  teacher  has  won  his  confi- 
dence and  friendship,  it  is  but  a  short  time  until  he  has  taken  up  many 
of  her  ways  of  doing  things.  If  she  has  the  gift  of  attractive  and  win- 
ning speech,  which  we'll  assume  she  has  all  the  better,  as  before  very 
long  he  will  be  using,  all  unconsciously,  perhaps,  some  choice  word  or 
phrase  which  he  has  caught  from  her  in  the  schoolroom  or  on  the  play- 
ground. 

This,  however,  is  not  the  only  source  of  his  new  language  ideals. 
Another,  as  I  have  said  before,  is  the  literature  around  which  many  of 


322  The  Training  School  Quarterly 

the  school  activities  center — beautiful  poems,  songs,  and  stories,  which, 
being  wisely  selected,  make  a  strong  appeal  to  his  interest  and  imagina- 
tion. Through  the  frequent  repetition  of  his  favorites  among  these 
poems  and  stories,  many  of  the  poems  being  memorized,  he  begins  to 
realize,  vaguely  at  first,  that  their  charm  for  him  lies  as  much  in  the 
way  the  thought  is  expressed  as  in  the  thought  itself.  His  "linguistic 
conscience"  is  aroused  and  he  longs  to  be  able  to  say  things  as  beauti- 
fully as  have  these  authors.  Much  has  been  gained  when  the  teacher 
has  succeeded  in  bringing  a  pupil  up  to  this  point;  but  there  is  yet 
much  to  be  done. 

Before  correct  usage  can  become  habitual  with  a  child  he  must  use 
the  correct  forms  again  and  again  in  oral  and  written  work,  but  particu- 
larly in  the  former,  until  they  come  naturally  and  spontaneously — until 
they  become  automatic  with  him.  He  can  hope  to  break  up  bad  habits 
of  speech  only  by  forming  good  ones  to  take  their  place.  As  an  aid  in 
this,  he  must  daily  be  brought  in  contact  with  the  best  literature,  must 
have  much  oral  composition,  and  in  addition  be  given  definite  habit- 
forming  exercises.  These  exercises  will  be  all  the  more  interesting  and 
effective  if  the  game  element  enters  into  them.  A  child's  greatest  growth 
in  language  power,  we  are  told,  occurs  when  his  interest  is  at  its  height, 
and  interest  is  paramount  when  he  plays.  Some  of  these  language  drills 
or  exercises  should  be  incidental,  growing  out  of  the  study  of  a  favorite 
story  or  poem;  others  will  be  definitely  planned  for  in  advance  by  the 
teacher ;  all  will  be  for  the  correction  of  errors  in  usage,  common  to  the 
children  of  that  particular  group. 

In  almost  every  school  saw  and  seen  are  used  incorrectly  by  many  of 
the  pupils ;  therefore,  various  means  and  devices  will  necessarily  he 
employed  by  the  teacher  in  her  effort  to  establish  the  correct  use  of  these 
forms.  There  are  two  poems  often  given  to  children  of  the  primary 
grades,  which,  aside  from  their  beautiful  thought  pictures,  may  also 
serve  to  call  the  child's  attention  to  the  correct  usage  of  saw  and  seen. 
One  of  these  poems  is  Foreign  Lands  by  Robert  Louis  Stevenson ;  the 
other  is  The  Wind  by  Christina  Eosetti.  After  the  former  poem  has 
been  read  or  recited  by  the  teacher,  she  may  ask  the  children  to  tell  her, 
one  at  a  time,  some  of  the  things  this  boy  saw  from  the  tree  into  which 
he  had  climbed.  "He  saw  the  garden."  "He  saw  the  dusty  roads,"  etc., 
will  be  some  of  the  statements  given.  "Why  didn't  he  see  any  more 
things?"  "The  tree  was  not  high  enough."  "Could  he  have  seen  more 
had  he  been  up  in  an  airship?"  Now  for  a  few  minutes  imagine  that 
you  have  just  returned  from  a  journey  in  an  airship.  Tell  me  as  quickly 
as  you  can  something  interesting  that  you  saw,  beginning  your  state- 
ments with  "I  saw — ."  This  will  bring  out  many  different  statements, 
each  child  unconsciously  repeating  the  expression,  "I  saw,"  several 
times. 


Teaching  Correct  Usage  in  Primary  Grades  323 

Another  device  for  establishing  correct  usage  of  this  same  form  is  a 
game  in  which  the  teacher  has  all  kinds  of  interesting  small  articles 
spread  out  on  her  desk  and  then  covered  over.  The  children  at  a  given 
signal  form  in  a  line,  pass  around  the  room  quickly,  pausing  for  a 
moment  at  the  teacher's  desk,  which  has  been  uncovered,  and  then  take 
their  seats.  Each  is  then  called  upon  to  tell  what  he  saw,  naming  only 
one  article  at  a  time.  Later,  perhaps,  he  will  be  required  to  write  as 
many  statements  as  he  can,  beginning  each  with  "I  saw"  and  naming  one 
of  these  articles  in  each  statement.  This  game  may  be  varied  in  many 
ways,  in  one  of  which  the  teacher  has  the  articles  on  a  tray,  which  she 
passes  quickly  up  and  down  between  the  rows  of  desks,  later  calling  upon 
each  child  to  tell  what  he  saw. 

Exercises  for  drill  upon  has  seen,  have  seen,  and  had  seen  may  well 
follow  the  memorization  of  the  little  poem  entitled  The  Wind,  by  Chris- 
tina Rosetti,  beginning  thus, 

"Who  has  seen  the  wind? 
Neither  you  nor  I,"  etc. 

This  poem  is  one  that  fits  in  well  with  nature  study  during  the  month 
of  March.  After  a  brief  and  lively  conversation  upon  good  times  they've 
had  when  the  wind  was  blowing,  each  is  called  upon  to  tell  some  queer 
thing  he  has  seen  the  wind  do,  beginning  his  statement  with,  "I  have 
seen."  Then  each  must  try  to  recall  and  tell  what  some  one  else  has  seen. 
Many  of  the  exercises  on  these  same  forms  may  grow  out  of  the  reading 
of  the  story,  The  Little  Lame  Prince,  a  story  so  much  enjoyed  by  children 
of  the  second  and  third  grades.  They  may  imagine  that  they  went  with 
the  Prince  upon  one  of  his  journeys  in  his  wonderful  traveling  cloak, 
and  tell  of  the  many  strange  things  they  saw. 

In  some  schools  children  use  want  instead  of  wasn't  and  weren't,  this 
error  also  being  so  prevalent  among  the  adults  of  those  particular  com- 
munities that  it  seems  next  to  impossible  to  correct  it  among  the  children. 
A  little  game  helpful  in  this  case  is  one  in  which  a  child  is  chosen  to 
leave  the  room,  but  before  leaving  selects  one  person — we'll  say  Mary — 
to  hide  in  some  place  during  his  absence.  When  he  returns,  Mary  is 
back  in  her  seat,  and  he  is  allowed  three  guesses  as  to  where  Mary  was, 
the  children  answering  in  concert  or  individually,  as  the  teacher  prefers, 
"No,  she  wasn't  under  John's  desk.  No,  she  wasn't  in  the  book  closet," 
etc.  If  two  people  are  told  to  hide,  the  answers  will  be,  "No,  they  weren't 
in  the  cloakroom,"  or  something  similar.  When  the  leader  fails  in  all 
three  guesses,  another  is  allowed  to  take  his  place.  A  poem  that  might 
be  brought  in  incidentally  just  here  is  one  entitled  One,  Two,  Three,  by 
H.  C.  Bunner,  in  which  a  dear  old  lady,  and  a  little  boy  who  is  a  cripple, 
play  a  make-believe  game  of  hide-and-seek. 

In  the  poem,  April  Rain,  by  Lovemau,  the  contraction  isn't  is  used 
repeatedly,  so  that  discussion  and  memorization  of  this  poem  will  be 
3 


324  The  Training  School  Quarterly 

valuable  for  establishing  the  use  of  isn't  rather  than  ain't.  Some  of  the 
hiding  games  described  above  may  also  be  varied  so  as  to  help  correct 
this  same  error. 

In  drilling  upon  the  cardinal  points  the  child  may  also,  incidentally, 
be  taught  to  use  "It  is  I,"  "It  is  she,"  and  "It  is  he,"  instead  of  "It  is 
me,"  etc.,  which  is  so  common  in  many  places.  After  one  or  more  lessons 
in  which  the  children  have  pointed,  walked,  and  run  north,  south,  east, 
or  west,  the  following  game  may  be  used  to  advantage :  One  child,  being 
chosen  leader,  closes  his  eyes  while  four  other  children  tip  to  points  in 
the  room  directly  north,  south,  east,  and  west  of  him.  He  then  asks, 
"Who  is  north  of  me?"  The  child  at  that  point  answers,  "It  is  I,"  and 
he  must  guess  who  answered.  If  he  guesses  correctly,  that  child  takes 
her  seat.  If  he  fails  to  guess  all  four  of  the  voices  correctly,  another 
leader  is  chosen,  and  children  standing  exchange  places  or  a  new  group 
is  selected  and  the  game  proceeds  as  before.  It  may  be  varied  so  as  to 
bring  in  the  expressions,  "It  is  he"  and  "It  is  she." 

Aside  from  games,  there  should,  of  course,  be  conversation,  oral  and 
written  reproduction,  copying,  and  dictation,  all  emphasizing  correct 
usage  of  certain  forms.  Only  one  form  should  be  taken  up  at  a  time, 
and  each  child  should  be  given  frequent  opportunities  for  using  that 
form  correctly.  The  resourceful  teacher  will  find  countless  avenues  of 
approach  to  this  phase  of  language  work.  But,  after  all,  it  is  by  her 
own  use  of  correct  and  attractive  language  that  she  will  do  most  to  culti- 
vate right  habits  of  speech  in  those  whom  she  teaches. 


Every  man,  woman,  and  child  outside  of  the  great  cities  should  do  his 
or  her  "bit"  by  cultivating  some  kind  of  a  garden.  Even  the  little  fence 
corners  might  be  utilized  for  growing  vines.  One  of  the  most  beautiful 
sights  we  have  ever  seen  was  a  row  of  blackberry  vines  trained  against 
an  old  rock  fence.  The  grateful  odor  and  bloom  of  flowers  and  vegetables 
about  our  homes,  the  sight  of  scarlet  peppers,  purple  egg-plants,  yellow 
squashes,  and  curly  cucumbers,  give  a  joy  and  satisfaction  that  only  a 
real  home-lover  appreciates. — Mothers'  Magazine. 


The  Story  of  George  Durant,  Pioneer  Settler  in 
North  Carolina 

Ida  Walters,  '18 

UENTURESOME  hunters  and  trappers  from  Virginia  about  the 
middle  of  the  seventeenth  century  began  to  thread  their  way 
through  the  tangled  woods  of  the  "Wilderness"  to  the  south. 
Returning  to  their  homes,  they  carried  with  them  glowing  accounts  of 
the  mild  climate,  the  placid  streams  teeming  with  fish,  the  wild  game 
and  rich  furs  to  be  found  in  the  country  through  which  they  had 
wandered. 

These  marvelous  tales  fell  upon  the  ears  of  a  youth,  a  youth  who  was 
to  become  one  of  the  brave  men  to  face  the  hardships  and  battles  of 
pioneer  life  and  make  possible  the  history  of  the  "Old  North  State." 
This  youth,  George  Durant,  was  born  in  October,  1632,  in  ISTansemond 
County,  Virginia.  He  passed  his  youth  in  Virginia  and  Maryland.  At 
the  age  of  twenty-six  he  married  Ann  Marwood.  He  could  not  settle 
down  in  a  home  in  Virginia,  but  he  must  go  to  the  new  "Land  of  Prom- 
ise" of  which  he  had  heard  so  much.  Virginia  was  growing,  the  game 
was  fast  diminishing,  and  land  along  the  rivers  was  fast  being  settled. 
Durant,  like  Daniel  Boone,  must  have  elbow  room. 

With  several  companions  Durant  set  out  in  1659  to  see  for  themselves 
if  all  they  had  heard  concerning  the  Indian  land  to  the  south  were  true. 
The  journey  on  horseback  from  Virginia  to  the  new  country  was  long 
and  hard,  for  they  had  to  follow  the  paths  of  animals  and  of  the  Indians 
through  unbroken  forests  and  had  to  ford  the  streams  along  the  route. 

For  nearly  two  years  Durant  explored  the  country,  and  then,  thor- 
oughly satisfied  that  the  glowing  accounts  of  the  hunters  had  not  been 
exaggerated,  he  determined  to  build  a  home  and  move  his  family  to  this 
wonderful  country  where  land  could  be  had  for  almost  nothing. 

Unlike  Smith  and  the  settlers  of  Virginia,  Durant  did  not  think  it 
right  to  take  possession  of  the  land,  so  he  bought  it  from  the  Indians. 
He  and  his  companions  met  the  old  Indian  chief,  Kilcokonen,  and  some 
of  his  braves  out  under  a  big  tree  near  the  chief's  wigwam.  There  they 
decided  on  the  price,  and  then  the  old  chief  gave  Durant  a  deed  to  the 
land,  the  first  deed  on  record  of  land  bought  from  the  Indians.  So 
important  was  this  deed  that  it  is  still  preserved  in  the  courthouse  at 
Hertford,  North  Carolina. 

The  land  Durant  bought,  which  was  in  as  fair  a  country  as  man  ever 
looked  upon,  was  at  the  mouth  of  the  Perquimans  River,  a  part  of  the 
strip  lying  between  the  beautiful  Perquimans  River  on  the  west  and 
her  sister,  Little  River,  on  the  east,  and  which  was  washed  by  broad 


326  The  Training  School  Quarterly 

Albemarle  Sound  on  its  southern  shore.  The  beautiful  Indian  name  for 
this  strip,  Wikacome,  was  now  to  give  place  to  "Durant's  Neck." 

Having  thus  fairly  and  justly  bought  his  land,  Durant  was  ready  to 
undertake  the  task  of  building  his  house.  And  it  was  indeed  a  task, 
but  one  that  he  met  cheerfully.  It  took  a  long  time  to  cut  down  trees 
and  build  the  house,  for  which  the  materials  had  to  be  furnished  from 
the  forest  around  the  place.  At  last  Durant  had  built  a  log  house  with 
two  rooms  and  an  ell.  It  was  covered  with  cypress  shingles  three  feet 
long  and  one  foot  wide,  which  were  fastened  to  laths  by  pegs,  for  there 
were  no  nails.  The  cracks  between  the  logs  were  chinked  and  daubed 
with  mud.  The  chimney  was  made  of  logs  daubed  inside  with  mud. 
The  doors  and  windows  turned  upon  wooden  hinges. 

Because  of  the  rough  way,  he  could  bring  no  good  furniture  from 
Virginia,  but  instead  used  very  crude,  home-made  furniture.  The  beds 
were  made  by  fastening  two  poles  In  the  wall  near  the  corner  of  the 
room  and  putting  a  post  under  these  where  they  crossed.  The  poles  were 
covered  with  skins  and  fur  robes. 

After  finishing  his  house,  Durant  went  back  to  Virginia  to  move  his 
family  to  the  new  home.  They  had  to  travel  again  the  paths  through 
the  unbroken  forests  and  undergo  the  hardships  of  such  a  journey.  The 
large  number  of  slaves  Durant  owned  had  to  come  with  the  family  and 
help  move.  This  large  number  of  slaves  caused  Durant  to  be  called 
wealthy,  as  wealth  in  those  days  was  counted  by  the  number  of  slaves  a 
man  owned.  The  men  who  had  come  with  Durant  on  the  exploring  trip 
bought  lands  along  the  river  and  built  homes.  His  friend,  Samuel  Prick- 
love,  settled  on  a  plantation  near  Durant's.  Later  the  Harveys,  Heckle- 
fields,  Jenkinses  and  Catchmaids  came. 

The  task  of  establishing  a  home  was  not  yet  over,  for  the  woods  had 
to  be  cleared  and  the  ground  made  ready  for  the  first  crop.  Durant  kept 
his  slaves  hard  at  work  all  winter  cutting  down  trees.  Spring  came 
earlier  here,  but  by  the  time  the  first  green  shoots  began  to  peep  through 
the  decayed  leaves  in  the  forests  the  men  set  to  work  to  provide  their 
barns  and  storerooms  with  enough  to  live  upon.  By  the  time  the  eglan- 
tine and  jasmine  were  climbing  the  dogwood  trees  and  the  blue-bells 
were  watching  their  own  pretty  reflections  in  the  smooth  Perquimans, 
the  fields  were  planted.  Durant  did  not  expect  a  great  harvest  that  year, 
but  it  was  much  greater  than  he  expected. 

In  the  forests  around  the  settlers'  homes  the  crimson-berried  holly  trees 
among  the  dark  pines  brightened  the  winter  landscape.  The  southern 
spring  flung  wide  the  white  banners  of  dogwood,  made  the  forests  more 
beautiful  with  the  gold  of  jessamine  and  with  coral  honeysuckle,  and 
spread  the  ground  with  a  carpet  of  velvet  moss,  of  rosy  azaleas  and  blue- 
eyed  innocents.  The  wide  rivers  that  flowed  by  the  wooded  banks  formed 
a  highway  for  the  commerce  of  the  settlers  and  a  connecting  link  with 
the  outer  sea.     "And  however  fierce  and  bold  the  wild  creatures  of  those 


George  Durant — Pioneer  Settler 

dark  forests  might  be,"  there  was  plenty  of  fish  in  the  waters  and  game 
in  the  surrounding  woods  to  supply  the  settlers  with  food. 

The  fame  of  this  fertile  spot  spread  rapidly,  for  more  people  kept 
coming  from  Virginia  in  order  to  find  game,  fish,  and  plenty  of  good 
farming  lands  near  the  rivers.  Soon  the  dense  forests  that  stretched 
down  to  the  river  brinks  fell  beneath  the  axe  of  these  home-seekers,  and 
small  farms  and  great  plantations  fringed  the  borders  of  the  streams. 

The  people  at  first  lived  far  apart  in  log  houses  like  Durant's.  ISTo 
nails  were  used  in  building  them,  and  later  we  find  nails  made  by  hand 
and  mentioned  in  wills  as  valuable  property.  After  Durant  had  been 
here  some  time  and  had  gotten  in  closer  touch  with  the  outside  world, 
the  houses  were  of  better  type.  The  poor  people  still  lived  in  log  houses. 
Those  better  off  lived  in  frame  houses  about  forty  feet  long  and  twenty 
feet  wide,  with  a  shade  at  the  back  and  a  porch  in  front.  The  chimneys 
were  made  of  bricks  brought  from  Boston  or  England.  The  wealthier 
people  began  to  build  brick  houses. 

Durant  was  among  the  first  to  own  a  brick  house.  The  bricks  had  to 
be  brought  over  from  England,  the  lime  had  to  be  made  from  oyster 
shells,  and  there  were  no  skilled  carpenters  and  masons  to  build  it.  After 
a  long  time  the  house  was  finished.  It  was  large  and  high  from  the 
ground.  Beneath  it  a  large  cellar  ran  the  whole  length  of  the  house. 
The  porch  was  broad  and  long  and  tall ;  square  columns  supported  the 
roof.  The  hall  was  wide  and  had  a  large  fireplace  in  one  end.  The  large, 
high-pitched  rooms  had  sash  windows,  large  closets,  and  big  fireplaces. 
In  one  corner  of  the  kitchen  fireplace  there  was  an  oven  where  all  the 
cooking  was  done.  The  pots  and  kettles  hung  from  a  crane  that  swung 
down  the  chimney.  The  other  rooms  had  quaint  old  beds  and  furniture 
which  were  prized  highly  and  were,  too,  mentioned  in  wills,  for  it  was 
not  every  day  that  such  could  be  brought  over  from  England. 

Only  the  wealthier  people's  houses  were  furnished  like  Durant's.  In 
the  houses  of  the  poorer  people  the  beds  were  like  those  in  Durant's 
log  home.  There  were  some  pegs  on  the  walls  for  clothing  and  perhaps 
a  home-made  stool  or  two  in  the  room.  Perhaps  there  were  two  such 
rooms  and  then  the  kitchen  back  of  them.  There  one  could  see  a  rough 
table,  some  benches  made  by  splitting  logs  in  two  parts  and  putting  in 
legs,  a  shelf  or  two,  a  few  pans  for  cooking,  and  the  big  fireplace  like 
that  in  the  homes  of  the  wealthy. 

The  lights  in  all  the  houses  were  home-made  tallow  and  wax  candles 
set  in  wooden,  tin,  or  silver  candlesticks,  according  to  the  wealth  of  the 
family.  In  the  fireplaces  huge  logs  were  placed  on  the  fire,  and  at  night 
the  coals  were  covered  with  ashes  to  keep  them  till  morning,  because 
they  had  no  matches,  and  it  was  not  a  pleasant,  task  to  get  up  on  a  cold 
winter  morning  and  go  to  a  neighbor's  house  to  borrow  "a  coal,"  or,  as 
the  Indians  did,  strike  flint  together  until  the  wood  caught.     It  was 


328  The  Training  School  Quarterly 

much  easier  to  remove  the  ashes,  lay  on  some  kindling,  take  the  bellows 
and  blow  until  the  fire  crackled  up  the  chimney. 

What  kind  of  men  and  women  lived  in  these  homes?  The  women 
were  ever  spoken  of  with  respect.  Mistress  Durant  and  the  other  well- 
to-do  ladies  were  industrious,  good  housewives  who  knew  how  to  direct 
the  slaves  in  the  housework,  cooking,  cheese  and  candle  making,  and 
in  the  spinning  and  weaving  of  cloth  for  clothing.  The  poorer  women 
did  this  work  themselves  and  helped  their  husbands  on  the  farms  in  the 
busy  season.  The  men  could  not  even  handle  a  canoe  better  than  the 
women. 

The  men  were  hardy,  good  workers,  good  natured  and  fond  of  enter- 
taining their  friends.  There  were  blacksmiths,  carpenters,  sawyers, 
shoemakers  and  masons ;  but  most  of  them  were  farmers.  The  black- 
smiths made  nails  and  the  buggies  and  other  vehicles  the  people  rode  in. 
All  these  people  were  needed  by  the  settlement ;  but  perhaps  the  farmer's 
life  was  the  most  interesting  of  them  all.  He  raised  vegetables,  wheat, 
corn,  and  oats.  Such  a  large  quantity  of  tobacco  was  raised  that  much 
of  it  was  shipped  to  England,  and  it  was  frequently  used  in  place  of 
money.  They  also  bred  horses,  cattle,  sheep  and  hogs  in  large  numbers. 
Where  today  we  see  our  pastures,  then  one  could  see  the  fields,  while 
outside  the  animals  were  free  to  roam  at  will.  The  hogs  fed  on  acorns, 
roots,  and  berries,  and  only  when  the  cold  winter  came  did  the  farmers 
have  to  feed  their  stock.  So  many  horses  were  raised  that  a  law  was 
passed  saying  a  man  could  raise  only  a  certain  number.  The  people 
took  advantage  of  such  favorable  conditions  and  made  money  by  ship- 
ping to  the  mother  country  beef,  pork,  mutton,  hides,  deer,  and  fish.  The 
forests  were  valuable,  for  the  people  could  ship  much  lumber,  turpentine, 
and  other  forest  products. 

Durant  and  his  neighbors  worked  hard,  but  still  not  all  the  time,  for 
they  had  plenty  of  amusements  and  pleasures.  They  had  corn-shuckings 
with  their  stories,  songs,  and  good  old-fashioned  suppers,  harvestings, 
wrestling  matches,  quiltings  and  dances.  At  the  latter,  everybody  talked, 
danced,  drank  wine,  ate  cake,  and  spent  a  pleasant  evening.  The  boys 
went  fishing  and  hunting,  tracked  bears  and  deer,  and  robbed  bee  trees  of 
the  most  delicious  honey.  They  learned  to  trap  fish,  rabbits,  beavers  and 
bears,  hunted  oppossums  and  killed  wild  turkeys.  The  boys  and  girls 
would  go  on  chinquapin  hunts,  picnics,  canoe  trips,  and  horseback  rides. 
In  the  last  two  feats  the  girls  equaled  the  boys. 

No  one  was  more  fond  of  entertainments  than  Durant.  Dressed  in 
his  long  coat  and  short  trousers  of  homespun,  he  passed  among  the  great 
crowds  that  thronged  the  large  old  rooms  of  his  home.  Many  were  the 
evenings  the  huge  logs  blazed  in  the  old  fireplace  as  Durant  and  his 
guests,  seated  in  the  glowing  light,  talked  with  one  another,  filled  and 
refilled  their  glasses  with  beer  and  ate  the  luscious  apples  that  had  be™ 


George  Durant — Pioneer  Settler  329 

stored  for  winter  use.  Durant  was  so  much  loved  by  the  community  that 
for  a  long  time  courts  and  other  public  meetings  were  held  in  his  spacious 
hall. 

The  colony  grew  rapidly  and  as  it  grew  many  needs  arose,  among  the 
first  of  which  was  a  government.  At  first  England  paid  no  attention 
to  the  little  handful  of  settlers  along  the  beautiful  Perquimans,  but  the 
colony  grew  so  that  at  last  England  woke  up.  She  decided  to  show  her 
control  over  the  pioneers  so  she  sent  over  the  first  governor  for  North 
Carolina,  William  Drummond.  The  people  were  pleased  with  the  new 
governor,  and,  as  was  their  right,  helped  make  the  first  laws  for  the 
colony.  The  leading  men,  Durant,  Pricklove,  Harvey  and  others,  were 
among  those  first  lawmakers.  They  met  under  a  spreading  oak  on  a 
little  knoll  overlooking  Hall's  Creek  in  Pasquotank  County.  "Around 
them  the  dark  forest  stretched,  the  wind  murmuring  in  the  pines  and 
fragrant  with  the  odor  of  the  spicy  needles.  At  a  distance  a  group  of 
red  men,  silent  and  motionless,  some  with  bow  and  arrow  in  hand,  lean- 
ing against  the  trees,  others  sitting  on  the  ground,  gazed  with  wondering 
eyes  upon  the  white  men.  Down  at  the  foot  of  the  knoll  the  silver  waves 
of  the  creek  rippled  softly  against  the  shore;  on  its  waters  the  sloops 
of  the  planters  from  the  settlements  near  by ;  here  and  there  on  its  bosom, 
an  Indian  canoe  moored  close  to  its  shore." 

The  men  made  the  laws,  and  then,  having  begun  our  government, 
returned  home,  "to  manor  house  and  log  cabin,  to  the  care  of  the  great 
plantation,  to  the  plow,  and  the  wild  free  life  of  the  hunter  and  trapper." 
But  their  work  was  not  over,  for,  soon  some  harsh  governors  were  to  try 
their  strength.  Led  by  the  strong  and  fearless  Durant,  the  settlers  caused 
those  governors  to  be  removed  from  office  and  better  ones  to  be  put  in. 

Even  with  a  government,  all  the  needs  of  the  people  were  not  met, 
for  it  was  a  good  many  years  before  they  had  any  churches  or  schools. 
Because  the  settlers  had  come  in  small  groups,  lived  far  apart  and  had 
only  blazed  paths  for  roads,  it  was  impossible  for  many  years  to  build 
schools.  The  mothers  taught  their  children  at  first  as  they  sat  around 
the  fireside  in  the  evenings,  and  a  little  later  some  of  the  wealthier 
secured  teachers  for  their  children.  The  first  school  was  built  a  long 
time  after  Durant  settled  in  North  Carolina. 

There  were  no  churches  in  the  early  days  of  the  colony  for  the  same 
reason  that  there  were  no  schools.  When  Durant  had  been  in  Carolina 
about  twelve  years,  William  Edmundson,  a  Quaker,  came  and  held  the 
first  church  services  in  the  home  of  one  of  Durant's  neighbors.  The  next 
fall  George  Fox  came  and  preached  to  the  people  out  under  the  trees. 
The  settlers  kept  working  for  a  church  until  a  number  of  years  after 
Fox's  visit  the  first  one  in  the  State  was  built  on  Little  River.  It  was 
a  rough,  crude  little  Quaker  meeting-house  but  very  dear  to  the  people. 

Durant  had  led  the  way  into  North  Carolina,  had  helped  start  the 
''•wernment,  and  had  lived  among  friendly  neighbors.     Even  when  an 


330  The  Training  School  Quarterly 

old  man  the  people  could  not  entirely  give  up  their  leader,  so  he  became 
a  justice  of  the  peace  and  continued  to  throw  open  his  doors  to  his  friends 
until  he  died  at  the  age  of  sixty-two  years  in  1694.  Although  no  monu- 
ment now  marks  his  grave,  none  is  needed  for  us  to  remember  with  pride 
the  brave,  fearless  man,  George  Durant,  who  was  such  a  daring  and 
progressive  leader  in  the  early  days  of  the  "Old  North  State." 


Economy  in  Clothing 

Martha  H.  French,  Assistant  Professor  of  Textiles  and  Sewing, 
State  Normal  College,  Ypsilanti,  Mich. 

nO  loyal  American  woman  can  fail  to  recognize  that  in  the  present 
world  crisis  her  efforts  must  be  quite  as  whole-hearted  as  are 
those  of  her  brother  in  arms  if  this  war  is  to  be  won  for  democracy. 
She  must  realize  that  not  alone  her  own  countrymen  must  be  clothed 
and  fed,  but  that  the  men  of  the  allied  countries  also  must  have  food  and 
clothing  to  keep  them  in  condition  to  fight.  She  has  been  told  just  how 
much  flour  she  must  save,  and  how  many  pounds  of  sugar  her  household 
consumption  must  be  cut.  She  has  had  "meatless"  and  "wheatless"  days 
brought  to  her  attention.  She  has  been  guided  through  a  maze  of  wheat 
and  meat  substitutes  by  literature  unlimited,  and  by  recipes  from  many 
sources.  And  it  is  well  that  she  should  be.  But  what  of  the  restrictions 
and  substitutions  necessary  in  other  commodities — in  fuel,  in  clothing, 
in  fabrics  for  the  home  ?  That  man  does  not  live  by  food  alone  was 
never  truer  than  now ;  and  an  effective  program  of  conservation  does 
not  apply  to  food  alone,  though  we  are  apt  to  lose  sight  of  its  other 
requirements. 

Women's  Wear,  a  paper  published  for  the  trade  world,  gives  in  a  recent 
issue  plans  that  have  been  adopted  by  the  makers  of  women's  garments, 
by  which  they  hope  partially  to  overcome  the  difficult  situation.  No 
garment  is  to  contain  more  than  from  three  to  four  and  a  half  yards  of 
material,  the  amount  depending  upon  the  width  of  the  goods.  It  is  stated 
in  the  same  issue  that  women  show  no  signs  of  upholding  the  wishes  of 
the  Government,  but  rush  to  get  the  very  fabrics  which  it  has  asked 
them  to  conserve. 

Streightoff,  in  his  Standards  of  Living,  says  that  clothing  should  be 
the  corollary  of  food.  It  should  act  as  an  insulator  to  conserve  bodily 
heat.  Persons  poorly  clad  need  more  food  than  those  warmly  dressed. 
Where  it  is  possible,  both  food  and  fuel  may  be  conserved  by  wearing 
warm  clothing.  To  be  well  clad  adds  to  a  person's  prestige  and  self- 
respect;  but  only  in  making  clothing  serve  its  real  purpose  can  one  be 
well  clad. 

The  Government  tells  us  that  in  wool  fabrics  especially  we  need  to 
economize,  and  the  reasons  are  not  hard  to  find.  The  use  of  the  animals 
for  meat  and  the  reduction  of  flocks  because  of  the  high  cost  of  feed 
have  lessened  the  amount  of  wool  produced.  The  severity  of  last  winter 
killed  many  animals  and  injured  both  the  quality  and  quantity  of  wool 
on  those  that  survived.  Then,  too,  our  British  importations,  usually 
large,  have  ceased.  Yet  in  the  face  of  all  these  conditions  the  demands 
for  equipping  army  and  navy  have  greatly  increased  our  total  needs 
for  wool. 


332  The  Training  School  Quarterly 

The  practical  problem  arises,  then,  How  are  we  to  meet  this  condition  ? 
How  can  we  economize  in  clothing,  thereby  conserving  materials  needed 
for  the  army  and  navy — our  protectors  ? 

1.  We  must  have  fewer  changes. 

2.  We  must  remodel  where  possible;  I  do  not  mean  "where  con- 
venient," but  where  possible. 

3.  We  must  avoid  extremes  in  style,  as  these  necessitate  frequent 
change. 

4.  We  must  buy  durable  stuffs,  and  wear  them  "to  a  finish." 

5.  We  must  set  worthy  standards,  and  live  up  to  them  fearlessly. 
Many  times  it  is  difficult  to  economize  in  clothing  because  of  the  fear 

of  public  opinion.  Prevailing  high  school  fashions,  which  overdress  the 
students  and  detract  from  the  youthful  charm  of  the  wearers,  are  a 
glaring  example  of  the  "follow-the-leader"  type  of  dressing.  In  the 
United  States  we  have  not  learned  to  select  clothing  from  any  standpoint 
except  a  whimsical  fancy.  In  France,  to  which  country  we  always  look 
for  charm  in  dress,  woman  wears  a  costume  to  enhance  her  own  attractive- 
ness, not  to  take  honors  from  it.  In  the  introduction  to  a  history  of 
French  fashions,  a  French  woman  is  quoted  as  saying :  "It  is  perhaps 
allowable  to  be  sentimental  in  a  sky-blue  bonnet,  but  one  must  not  cry 
in  a  pink  one." 

A  few  years  ago  the  Society  for  the  Promotion  of  Child  Welfare  in 
New  York  City  in  one  of  its  exhibits  distributed  a  small  pamphlet 
entitled,  "What  was  the  Matter  with  Mary's  Last  Dress?"  In  this  the 
following  questions  were  asked :  "Did  it  fade  ?  Did  it  shrink  badly  ? 
Did  it  go  to  pieces  when  rubbed  on  the  washing  board  ?  Did  it  look  like 
linen — smooth  and  glossy  at  first,  and  then,  after  washing,  look  coarse, 
and  open,  and  dull,  Did  it  spot  when  Mary  was  caught  in  the  rain? 
Was  it  more  cotton  than  wool,  in  spite  of  the  salesman's  assurance  that 
it  was  all  wool?  Do  you  really  want  to  know  about  all  these  things 
before  buying  Mary's  next  dress  or  coat  or  underwear?" 

The  shopper  can  examine  the  fabric  by  holding  it  to  the  light  and 
looking  through  it  for  imperfections  in  weave  and  in  threads.  Of  course, 
if  a  good,  high-power  microscope  or  a  chemical  laboratory  were  available, 
many  fairly  definite  tests  might  be  made ;  but  as  a  rule  the  consumer  is 
not  in  a  position  to  use  either  of  these  means. 

To  sum  up,  then,  the  wise  shopper  may  ask  herself  questions  something 
like  these  when  making  her  purchases : 

1.  Is  this  material  what  it  is  represented  to  be?  If  adulterated,  how? 
Does  this  interfere  with  its  usefulness  to  me, 

2.  If  colored,  Are  the  colors  suitable  to  the  purpose,  and  fast  to  light 
and  washing,     Are  the  decorations  lasting, 

3.  Is  the  appearance  enhanced  by  filling  or  by  deceptive  finishing, 
The  intelligent  shopper  will  know  how  much  she  has  to  spend,  and 

never  spend  more.     She  will  know  the  quantity  of  material  necessary, 


Economy  in  Clothing  333 

instead  of  depending  upon  the  judgment  of  the  saleswoman.  She  will 
know  which  stores  specialize  in  certain  things.  She  will  know  that  one 
good  garment  is  hetter  than  two  poor  ones,  and  that  simple  clothes, 
though  not  always  the  cheapest  at  first  cost,  wear  longer  and  look  attrac- 
tive always.  She  will  avoid  bargains,  except  where  training  and  experi- 
ence guarantee  good  judgment.  Good,  standard  fabrics  must  command 
a  fair  price. 

By  thus  bringing  definite  knowledge,  a  trained  judgment,  and  simple 
taste  to  bear  upon  the  problem  of  providing  the  fabrics  of  the  household, 
the  mistress  of  the  average  home  may  give  very  material  aid  in  our 
national  program  of  conservation  and  still  keep  her  family  well  clad. — 
The  American  Schoolmaster. 


Judge  Stephenson's  Address  on  War  Savings 

J^'UDGE  GILBEKT  STEPHENSON  made  a  great  talk  on  War 
Savings  to  the  teachers  of  Pitt  County  at  their  meeting  in  January. 
The  sum  apportioned  to  Pitt  County  to  be  raised  during  the 
year  1918  by  War  Savings  Certificates  is  $799,480.  Judge  Stephenson's 
address  was  the  opening  of  the  campaign  in  Pitt  County.  The  teachers 
are  organized,  and  in  turn  are  organizing  their  schools  and  communities 
so  as  to  make  a  strong  and  steady  pull. 

Colonel  Fries  has  made  the  assertion  that  Worth  Carolina  can  raise 
the  fifty  millions  of  dollars  she  is  called  on  to  raise  with  the  teachers 
talking,  encouraging  the  sales,  and  educating  the  people  until  they  realize 
the  need,  impressing  upon  pupils  and  parents  the  dire  and  extreme  need. 
The  teachers  listened  eagerly  to  what  Judge  Stephenson  had  to  say,  and 
entered  upon  their  task  with  enthusiasm  inspired  by  the  great  appeal. 
We  are  giving  the  speech,  partly  reported  and  partly  quoted. 

He  began  by  saying  that,  in  face  of  the  facts,  the  American  people 
have  not  begun  to  realize  the  war.  At  the  beginning  of  the  war  we  had 
no  part  in  it ;  the  problems  were  foreign  problems.  The  sacrifice  has  not 
yet  been  brought  home  to  us,  and  we  will  not  realize  it  until  we  see  the 
maimed  in  the  streets  and  look  upon  the  horrible  signs  of  war.  "Can  it 
be  possible  that  our  apathy  is  such  that  it  necessitates  the  sight  of  the 
horrors  to  arouse  us  ?"  There  is  nothing  on  our  streets  that  reminds  us 
of  the  war,  and  no  aircraft  are  threatening  us  from  above.  He  sketched 
the  picture  of  a  scene  after  a  Zeppelin  raid — an  humble  London  home. 

"We  have  never  lost,  and  our  cause  is  just.  But  we  must  teach  that 
other  wars  are  but  as  child's  play  compared  to  this."  We,  a  peaceable 
people,  are  called  to  war,  but  our  cause  is  just.  "Belgium  lies  upon  the 
side  of  the  high  roads  of  the  nations,  bleeding;  the  United  States,  the 
good  Samaritan  of  nations,  must  go  to  her  rescue."  He  declared  it  is 
too  late  now  to  discuss  the  issues  that  brought  about  the  war,  but  now 
the  future  must  be  settled.  "This  is  the  culminating  war  of  history. 
Indecisive  war  is  only  a  truce."  Peace,  he  said,  is  as  far  removed  as  it 
was  in  1914.  The  peace  aims  show  that  we  are  more  at  variance  than 
ever ;  there  are  more  bones  of  contention  than  ever  before.  America 
and  England  will  finally  dictate  the  terms  that  will  win,  but  not  until 
Germany  is  beaten  and  we  are  in  a  position  to  accept  or  to  sue  for  peace. 

"Germany's  man  power  is  still  unimpaired,  because  all  displaced  men 
are  replaced  by  men,  women,  and  children  taken  from  other  territory. 
Germany's  resources  are  still  unimpaired.  She  has  raised  billions  of 
dollars.  For  every  dollar  it  has  cost  her,  Germany  has  stolen  one  to 
take  its  place.  She  has  stolen  from  Belgium  alone  eight  billion  dollars. 
From  the  French  she  has  taken   iron   mines,  coal  mines,  locomotives, 


Judge  Stephenson's  Address  335 

freight  ears,  and  many  other  things.  From  Rumania  she  took  gasoline 
and  benzine.  Her  zinc,  lead,  and  tin  she  got  from  Poland.  She 
has  stolen  even  household  and  kitchen  furniture  and  the  stocking 
trinkets."  The  "booty  shops"  in  Berlin  where  the  trinkets  are  on  sale 
prove  this.  Germany  is  the  highway  robber  of  nations.  She  has  stolen 
$40,000,000  of  booty. 

"Germany's  strategic  position  is  the  same  it  was  at  the  beginning. 
Germany  is  at  the  hub  of  the  wheel,  and  the  United  States  is  at  the  rim. 
That  is  the  explanation  of  why  it  can  hold  the  world  at  bay.  It  takes 
ten  times  as  much  power  for  the  United  States  to  get  material  to  the 
front  as  it  does  for  Germany. 

"When  the  war  is  over  the  terms  are  to  be  dictated  by  Germany  or  by 
the  Allies.  It  will  not  be  a  draw.  What  victorious  Germany  would  do 
can  be  judged  only  by  what  Germany  did  do  in  1871.  It  will  be  another 
story  of  indemnity  and  exaction — the  story  of  Alsace  and  Lorraine 
repeated,  only  far  worse.  The  Pan-German  spirit  has  grown  until  what 
was  done  then  is  only  a  bagatelle  as  compared  to  what  they  would  do  now. 

"The  United  States  would  have  to  pay.  Germany  is  resentful  of  our 
having  entered  the  war.  We  must  go  on  or  under,  and  that  means  we 
shall  forfeit  our  national  existence  forever.  We  are  going  to  win,  but 
only  when  American  people  as  a  whole  wake  up  and  do  their  full  part. 
Everybody  is  only  waiting  to  be  told  what  to  do. 

"She  must  give  service.  Her  soldiers,  sailors,  and  all  who  are  serving 
in  person  are  giving  this.  The  Red  Cross  is  one  way  in  which  she  is 
giving  service.  The  Government  is  getting  service  by  the  selective  draft. 
The  volunteers  are  giving  themselves.  Men  and  women  are  giving  them- 
selves and  their  work ;  some  are  giving  up  what  they  have  to  serve  without 
salary,  as  Vanderlip  gave  up  a  salary  of  $150,000  a  year  to  serve  for  $1 
a  year. 

"Nine-tenths  of  us  must  give  our  goods  rather  than  our  services.  If 
all  of  the  ten  million  go  into  active  service  that  leaves  ninety  million  at 
home.  Most  of  us  will  go  on  doing  the  things  we  have  been  doing. 
Teachers  will  continue  to  teach.  Our  only  opportunity  to  serve  is  by 
giving.  The  Government  must  have  money  to  buy  goods,  and  it  must 
buy  in  the  open  market.  Nineteen  billion  dollars  have  been  appropri- 
ated. There  are  two  ways  of  getting  this:  (1)  by  taxation,  and  (2)  by 
loans.  Only  one-fifth  of  it  can  be  raised  by  taxation  as  things  are  now. 
The  Government  is  going  to  get  the  money — if  not  by  borrowing,  then 
by  taxing.  A  tax  receipt  is  exactly  the  value  of  last  year's  bird  nest,  and 
a  bond  is  worth  its  weight  in  gold." 

Two  billion  dollars  is  to  be  raised  by  War  Savings  Stamps.  Judge 
Stephenson  gave  a  clear  explanation  of  these  stamps  and  the  method  for 
organizing  the  school  children  of  the  country  so  that  the  school  will  be 
the  center  of  a  thrift  army. 


336  The  Training  School  Quarterly 

"You  millionaire  school  teachers  can  have  only  a  thousand  dollars 
of  these  securities  at  4  per  cent  interest,"  he  said.  He  explained  that 
they  could  be  cashed  in  for  3  per  cent  interest,  but  that  the  postoffice 
could  ask  for  ten  days  notice  so  as  to  give  them  time  to  get  the  money 
in  hand. 

Many  are  asking  where  to  keep  it ;  but  the  Government  has  attended 
to  that.  If  it  is  registered  the  billy  goat  can't  eat  it  up.  The  campaign 
has  been  so  organized  that  the  nickels  and  dimes  and  quarters  of  the 
children  will  buy  thrift  stamps,  and  these  will  grow  into  certificates,  or 
baby  bonds.  The  children  are  to  be  brought  into  this  work  through  War 
Savings  Societies ;  there  must  be  one  in  every  schoolroom  in  Pitt  County. 
In  order  to  have  a  society  the  school  must  have  at  least  ten  war  savers ; 
these  members  must  do  three  things:  (1)  save  money,  (2)  invest  the 
savings  in  war  stamps,  and  (3)  must  get  others  to  do  the  same. 

This  is  one  of  the  two  features  of  the  plan.  The  second  feature  is  to 
let  the  children  see  that  the  child  who  has  enough  spunk  to  save  is  as 
much  of  a  patriot  as  his  brother  who  fights  in  the  trenches.  These  savers 
are  to  be  called  the  "Army  of  Thrift." 

This  army  is  to  be  called  the  "Army  of  Thrift,"  and  the  members  are 
to  be  called  "Soldiers  of  Thrift."  When  a  soldier  joins  he  enters  train- 
ing. When  he  gets  10  different  people  to  buy  stamps  he  is  recognized 
by  being  given  a  badge,  and  his  name  is  published  as  a  soldier  of  thrift. 
When  he  brings  in  15  more  names,  making  25,  he  becomes  a  captain  of 
thrift;  when  he  has  50,  a  major  of  thrift;  and  100,  a  colonel  of  thrift; 
200,  a  general.  A  general's  name  is  recorded  in  the  Treasurer's  office  in 
Washington,  and  he  is  known  as  a  hero  of  thrift.  When  he  is  made  a 
soldier,  he  is  ready  to  begin  fighting.  Girls,  as  well  as  boys,  are  soldiers 
in  this  army.  They  are  organized  into  regiments.  These  boys  are 
taking  care  of  soldiers ;  Pitt  County  soldiers  of  thrift  are  taking  care  of 
Pitt  County  soldiers. 

]STot  only  the  money  to  buy  things  with,  but  the  goods,  is  a  serious 
matter,  said  Judge  Stephenson.  The  amount  of  goods  is  limited,  as  we 
have  found  from  the  shortage  in  coal  and  sugar.  He  gave  illustrations 
proving  that  the  goods  for  the  soldiers  in  camp  could  not  be  secured  as 
fast  as  needed.  At  Camp  Dix  there  were  50  per  cent  without  shoes  to 
drill  in.  Vanderlip,  on  his  trip  through  the  South,  found  a  camp  where 
there  was  hospital  room  for  only  800,  and  there  were  200  sick  soldiers 
without  beds. 

People  are  continuing  to  buy  shoes  and  to  buy  new  woolen  suits,  while 
the  shoes  and  the  woolen  material  is  needed  for  our  soldiers.  He  told  the 
story  of  a  manufacturer  of  shoes  who  was  seen  wearing  patched  shoes, 
and  he  said  he  knew  well  that  every  pair  of  shoes  bought  was  just  that 
much  less  depriving  the  soldier  of  shoes.  A  machine  gun  corps  has  been 
practicing  with  sticks  instead  of  guns,  because  the  guns  could  not  be 
secured. 


Judge  Stephenson's  Address  337 

The  remedy  for  all  these  troubles  is  for  us  to  economize  in  all  lines, 
and  economize  until  it  hurts.  First,  we  must  economize  in  food.  He 
touched  on  conditions  in  Russia,  and  told  of  the  two  millions  in  Serbia 
who  are  starving  to  death.  It  looks  as  if  even  gluttons  would  be  moved ! 
We  can  economize  in  wool.  It  should  be  a  badge  of  honor  to  wear  last 
year's  suit.  We  should  economize  in  things  needed  to  make  war  materials. 
For  example,  we  can  help  with  the  gas  masks.  The  same  sort  of  labor 
that  makes  hats  makes  gas  masks.  We  spend  a  hundred  millions  a  year 
for  millinery.  "Would  you  ask  a  munition  worker  to  stop  and  make 
you  a  hat?  Are  you  not  doing  the  same  thing  when  you  buy  the  thing 
that  he  makes  while  he  could  be  working  on  munitions?"  Airship  fac- 
tories are  using  the  same  materials  and  labor  as  automobile  factories. 

At  Newark,  New  Jersey,  on  one  side  of  the  street  was  a  munition 
factory  which  was  working  only  half  the  time  and  across  the  street  was 
a  phonograph  factory  that  was  working  the  full  twenty-four  hours.  We 
insist  on  music  boxes  instead  of  munitions !  Saving  means  releasing 
materials  and  labor. 

The  Government  wishes  to  teach  people  the  invaluable  lessons  of  thrift. 
Grown  people  will  lay  by  who  have  never  laid  by  before.  Ninety-seven 
per  cent  of  people  past  sixty  are  dependent.  Our  per  capita  wealth  in 
the  South  is  the  lowest  of  any  English-speaking  people  in  the  world. 
Only  7  per  cent  of  the  people  in  the  South  are  money  savers,  against  70 
per  cent  in  New  England.  They  save  more  than  they  spend.  This 
should  be  changed. 

Another  phase  of  the  saving  the  speaker  brought  out  was  the  oppor- 
tunity the  homefolks  have  to  help  save  so  the  boys  will  find  something 
when  they  return.  The  father  can  help  take  care  of  his  sons  when  they 
return.     He  can  make  his  savings  an  investment  for  them. 

If  economy  is  taught  this  generation,  the  next  will  take  care  of  itself. 
The  children  are  being  trained  to  become  either  thrifty  or  spendthrifty. 
We  should  not  be  satisfied  until  we  change  the  figures — until  93  per  cent 
are  savers,  instead  of  7  per  cent — the  reverse  of  what  it  is  at  present. 

The  Government  is  calling  on  every  Pitt  County  man  to  give  $20  per 
capita.  "Every  idle  dollar  is  a  slacker  dollar;  every  wasted  dollar  is  a 
traitor  dollar;  and,  on  the  other  hand,  every  war  dollar  is  a  patriot 
dollar."  Even  if  it  hurts  to  save,  the  sacrifice  is  infinitesimal  compared 
to  that  of  our  boys.  "I  cannot  conceive  of  anything  more  horrible  than 
to  have  one  say  this :  'He  failed  to  come  to  his  country's  call.'  "  We  all 
remember  the  war  stories  we  heard  from  grandfathers.  The  child  will 
ask,  "What  did  you  do  in  the  war  ?"  "The  test  is  coming  to  all,  to  young 
ladies  as  well  as  to  men,  and  we  must  either  serve  or  be  traitors." 

In  closing,  the  speaker  quoted  Vanderlip :  "The  number  of  men  who 
will  come  back  home  will  be  governed  by  the  number  of  men  at  home  who 
made  sacrifices." 


Athletic  Badge  Tests 

REALIZING  the  need  for  a  standardized  test  of  physical  efficiency, 
the  Playground  and  Recreation  Association  of  America,  1  Madi- 
son Avenue,  New  York  City,  in  1913  decided  upon  athletic  hadge 
tests  for  the  boys  and  girls  of  America  which  would  tend  toward  all-round 
development  and  which  might  be  given  uniformly  in  every  State  in  the 
Union  and  in  rural  districts  and  cities  alike.  A  committee  of  experts  on 
physical  training  from  different  parts  of  the  country  was  appointed  to 
draw  up  a  series  of  athletic  events  which  would  be  interesting  as  well 
as  effective  in  establishing  fair  standards  of  physical  efficiency. 

For  Boys  After  much  careful  thought,  the  following  tests  for  boys 

were  adopted : 

First  Test 

Pull  Up    (Chinning) 4  times 

Standing  Broad  Jump 5  ft.  9  in. 

60-Yard  Dash 8  3/  seconds 

/5 

Second  Test 

Pull  Up    ( Chinning) 6  times 

Standing  Broad  Jump 6  ft.  6  in. 

60- Yard  Dash   8  seconds 

or  100-Yard  Dash 14  seconds 

Third-  Test 

Pull  Up  (Chinning) 9  times 

Running  High  Jump 4  ft.  4  in. 

220-Yard  Run  28  seconds 

The  badges  awarded  the  boys  passing  the  tests,  it  was  felt,  should  be 
simple  and  beautiful ;  they  should  not  in  themselves  have  intrinsic  value, 
but  their  value  should  be  rather  in  the  ideal  for  which  the  badge  stands. 
The  badges  of  the  Playground  and  Recreation  Association  of  America 
were  designed  by  Dr.  R.  Tait  McKenzie  and  are  of  bronze. 

The  tests  require  only  simple  apparatus,  a  comparatively  small  space. 
They  can  be  conducted  in  a  short  period  of  time  even  with  a  considerable 
number  of  boys,  and  the  measure  of  each  boy's  performance  can  be 
accurately  determined. 

No  age  or  weight  limit  is  fixed.  Any  boy  may  enter  any  test  at  any 
time. 

Rules  The  following  general  rules  shall  govern  the  final  com- 

petition : 

No  boy  is  permitted  to  receive  more  than  one  badge  in  any  one  year. 

It  is  necessary  to  qualify  in  all  three  events  in  any  one  class  in  order 
to  win  a  badge. 


Athletic  Badge  Tests  339 

There  shall  be  but  one  trial  in  chinning,  one  in  the  dashes,  and  three 
in  the  jumps. 

What  It  Does  Every  boy  ought  to  be  physically  efficient. 

Specialized  athletics  have  developed  remarkable 
American  athletes,  but  they  have  done  most  for  those  who  needed  athletic 
training  least. 

Every  boy  ought  to  try  to  reach  a  certain  minimum  physical  standard 
Such  standards  have  been  formulated  by  a  committee  of  experts  and  are 
here  presented. 

Every  boy  passing  the  tests  is  authorized  to  wear  this  badge,  which 
stands  for  physical  efficiency. 

Every  boy  wearing  this  badge  as  he  meets  another  boy — even  though 
their  homes  be  on  opposite  sides  of  the  continent — when  he  sees  the 
badge  upon  the  other  boy  knows  that  they  have  had  the  same  tests,  and 
feels  a  certain  comradeship. 

For  Girls*         The  Playground  and  Eecreation  Association  of  America 
has  adopted  the  following  as  standards  which  every  normal 
girl  ought  to  be  able  to  attain: 

First  Test 

All-up  Indian  Club  Race 30  seconds 

or  Potato  Race   42  seconds 

Basketball  Goal  Throwing 2  goals,  6  trials 

Balancing  24  ft.,  2  trials 

Second  Test 

All-up  Indian  Club  Race 28  seconds 

or  Potato  Race  39  seconds 

Basketball  Goal  Throwing 3  goals,  6  trials 

Balancing  (bean-bag  or  book  on  head) 24  ft.,  2  trials 

Third  Test 

Running  and  Catching 20  seconds 

Throwing  for  Distance,  Basketball  42  ft.,  or  Volley-ball  44  ft. 
Volley-ball  Serving 3  in  5  trials 

The  athletic  sports  of  the  girls  in  rural  communities  begin  largely 
in  the  schools.  There  are  226,000  one-room  rural  schools  in  the  United 
States,  and  because  of  lack  of  gymnasium  equipment  and  dressing-room 
facilities,  events  requiring  bloomers  and  bathing  suits  are  not  advisable. 
There  are  many  splendid  events  which  cannot  be  used  nationally.  For 
instance,  rowing,  swimming,  and  other  water  sports  are  as  impossible 
in  many  sections  of  the  prairie  countries,  as  are  skating  and  skiing  in 
the  south.  Archery,  golf,  field  hockey,  horseback  riding,  and  tennis  have 
been  found  to  be  quite  beyond  the  means  at  the  disposal  of  the  majority 

*The  revision  of  the  badge  tests  for  girls,  with  the  addition  of  the  third  badge  test,  has 
been  largely  the  work  of  Lee  F.  Hanmer,  chairman  of  the  special  committee  of  the  Association 
appointed  to  work  out  the  tests. 


340  The  Training  School  Quarterly 

of  school  girls  in  both  city  and  country.  There  are  communities  in 
which  any  form  of  dancing  does  not  meet  with  approval.  In  view  of 
these  facts,  the  above  events  have  been  agreed  upon  as  most  suitable  for 
use  throughout  the  United  States. 

Rules  for  Tests  There  are  no  height,  weight,  or  age  limits  in  the 
Athletic  Badge  Test  for  Girls.  The  following  general 
rules  shall  govern  the  final  tests : 

Unless  otherwise  stated  in  these  rules,  there  shall  be  but  one  trial  in 
each  event. 

It  is  necessary  to  qualify  in  all  three  events  in  any  class  in  order  to 
win  a  badge. 

No  girl  is  permitted  to  receive  more  than  one  badge  in  any  one  year. 

No  girl  is  entitled  to  more  than  one  first,  second,  or  third  test  badge, 
even  though  a  full  year  has  elapsed  since  she  last  qualified  for  a  badge. 

If  a  girl  has  already  qualified  for  a  third  test  or  a  second  test  badge, 
she  may  qualify  for  and  receive  a  badge  for  the  lower  test,  provided  a 
full  year  has  elapsed. 

What  It  Does  Every  girl  ought  to  have  poise  and  control  over  her 

body. 

Every  girl  ought  to  be  able  to  attain  a  minimum  physical  standard. 

Every  girl  passing  the  tests  is  authorized  to  wear  this  badge,  which 
stands  for  physical  efficiency. 

Girls  from  every  part  of  America  will  pass  the  same  tests  and  wear 
the  same  badges. 

The  girl  who  is  physically  efficient  will  be  happier  and  more  useful 
to  society. 

It  is  hoped  that  once  each  year  in  each  city  there  may  be  a  meeting  of 
the  girls  who  have  qualified  in  previous  years  to  welcome  those  who 
have  just  qualified,  and  that  this  meeting  will  be  made  a  notable  annual 
civic  event. 

To  raise  the  standard  of  physical  efficiency  among  the  girls  of  America 
is  to  give  greater  freedom,  beauty,  and  power  to  the  women  of  America. 

Presentation  of        1,  Singing  of  Star  Spangled  Banner. 

Sugges'tive  ^.  Reading  of  Lincoln's  Gettysburg  Speech  by  the 

Program  Mayor  or  some  other  adult. 

3.  Those  who  have  been  previously  awarded  badges  repeat  together 
the  following  declaration  of  allegiance : 

I  will  honor  my  country; 

I  will  do  my  best  to  build  up  my  country's  free  institutions ; 

I  will  not  disgrace  my  city  or  my  school ; 

I  will  try  to  keep  myself  strong  for  my  country's  service. 


Athletic  Badge  Tests  341 

4.  Those  who  are  now  to  receive  badges  repeat  the  same  declaration 
of  allegiance  to  America. 

5.  An  address  not  to  exceed  five  minutes  on  the  subject,  "For  a  Better 
America,"  to  help  deepen  the  feeling  of  patriotism. 

6.  Award  of  the  badges  to  those  who  have  passed  the  first  test,  second 
test,  third  test. 

7.  Singing  of  America, — first  stanza  by  those  who  have  just  been 
awarded  the  badges  and  those  who  have  received  them  in  previous  years ; 
the  remaining  stanzas  by  all  who  have  gathered  together. 

Wherever  possible,  it  will  be  found  effective  to  arrange  for  a  proces- 
sional. If  the  award  of  the  badges  is  out  of  doors,  the  presence  of  a  band 
will  help  greatly. 

The  badges,  which  are  of  bronze,  are  appropriately  designed  for  each 
test. 

The  Association  recommends  that  each  boy  and  each  girl  passing  the 
tests  be  allowed  to  pay  for  his  own  badge,  just  as  a  young  man  or  woman 
at  college  elected  to  Phi  Beta  Kappa  pays  for  the  key  awarded. 

Ordering  Badges  The  price,  postpaid,  either  singly  or  in  quantity,  is 
twenty  cents  each. 

Public  schools,  private  schools,  playgrounds,  evening  recreation  cen- 
ters, settlements,  church  organizations,  and  other  organizations  of  good 
standing  in  any  city,  town,  village,  or  rural  community  may  use  the 
tests  adopted  by  the  Association  and  certify  on  blanks  furnished  by  the 
Association  the  names  and  addresses  of  girls  and  boys  passing  the  tests, 
ordering  the  number  of  badges  of  each  kind  required.  It  is  not  possible 
for  the  Association  to  send  out  sample  badges. 

The  American  Committee  on  Athletic  Standards  for  Girls  will  pass 
on  each  certified  list  of  girls.  If  such  list  is  accepted  by  the  committee, 
the  badges  ordered  will  be  forwarded  on  receipt  of  the  money  for  such 
badges.  The  Association  will  reserve  the  right  to  test  girls  whose  names 
have  been  sent  in  if  in  the  judgment  of  the  Committee  it  seems  desirable 
to  do  so.  The  Association  will  expect  those  certifying  these  lists  to 
exercise  the  greatest  possible  care.  The  object  in  passing  on  each  list 
is  so  far  as  possible  to  make  sure  that  badges  shall  go  only  to  such  girls 
as  have  passed  the  tests  required. 

The  American  Committee  on  Athletic  Standards  for  Boys  will  pass 
on  each  certified  list  for  boys  under  the  same  conditions  as  are  given  for 
the  lists  of  girls. 


Some  Facts  and  Figures  About  Teachers'  Salaries 

and  Expenses 

CHE  superintendent  of  Pitt  County  did  not  have  an  easy  time 
filling  all  of  tke  schoolrooms  in  the  county  for  this  year.  He 
anticipates  a  harder  time  next  year;  but  he  began  early  to  get 
at  the  facts  and  figures  so  he  could  tell  the  people  exactly  what  the 
teachers  had  to  say  about  their  plans  for  next  year.  He  sent  out  a  ques- 
tionnaire, which  is  given  below.  He  sent  it  out  partly  for  the  purpose 
of  finding  out  just  how  many  and  which  ones  were  going  to  teach  next 
year,  and  to  get  at  the  reasons  for  their  answers.  He  knew  full  well 
where  to  find  the  trouble,  as  superintendents  and  school  boards  all  know, 
but  he  wanted  the  teachers  to  speak  for  themselves. 

The  significant  things  found  from  the  answers  to  the  questions  we 
have  summed  up.  Of  the  87  answers  examined,  which  were  the  first  to 
come  in  and  which  seem  to  strike  the  average,  only  42  said  that  they 
expected  to  teach  next  year ;  7  had  the  brief  and  unqualified  answer  "!N"o" 
to  the  question ;  23  replied  that  they  were  not  going  to  teach  unless 
salaries  were  increased  sufficiently  for  them  to  have  enough  money  to 
meet  living  expenses;  the  remainder  were  doubtful.  This  means  that 
perhaps  50  per  cent  of  the  teachers  who  are  now  teaching  will  not  teach 
next  year,  unless  inducements  are  offered  to  keep  them  in  the  school- 
room; and  the  one  inducement  needful  is  more  salary. 

It  may  be  unfair  to  draw  conclusions  from  the  data  as  to  which  are 
the  best  teachers  in  Pitt  County,  and  it  would  hardly  be  fair  to  trap  the 
superintendent  into  any  admissions  as  to  the  relative  merits  of  his 
teachers,  but  judging  from  the  answers  to  the  other  questions,  the  ques- 
tions that  show  training,  experience,  etc.,  he  is  going  to  lose  a  far  greater 
per  cent  of  his  best  teachers  than  he  will  keep.  Many  of  those  who  are 
going  to  teach  are  those  not  qualified  to  do  other  things,  and  who  have 
not  initiative  and  leadership.  There  is  no  way  to  get  at  this  absolutely 
from  figures,  but  it  seems  on  the  face  of  things  as  if  all  the  weaker 
teachers  are  to  stay  in,  with  only  a  sprinkling  of  the  best  teachers.  Some 
of  the  teachers  who  will  continue  to  teach  are  staying  on  because  they 
love  to  teach,  and  do  not  have  to  make  their  salaries  cover  the  entire 
year,  as  they  have  fathers  or  other  relatives  who  will  take  care  of  them 
during  the  vacation. 

The  causes  of  the  trouble  are  readily  seen  when  the  answers  to  the 
questions  giving  salaries  and  expenses  are  shown. 

The  average  monthly  salary  is  $45.66;  the  average  yearly  salary  is 
$281.56.  Minimum  salary,  $35  a  month,  $105  a  year.  The  annual 
salaries  range  as  follows:  3  receive  $150  or  less;  33  from  $150  plus  to 
$200;  29  receive  from  $200  plus  to  $300;  4  receive  from  $300  plus  to 


About  Teachees'  Salaries  and  Expenses  343 

$400 ;  13  from  $400  plus  to  $500.  One  receives  just  a  few  dollars  beyond 
$500.  The  list  includes  84  teachers,  omitting  the  superintendents  who 
were  among  the  87.  Among  those  are  the  high  school  teachers  in  the 
State  high  schools. 

The  average  board  in  the  county  is  $15.39,  but  in  some  cases  the 
teachers  mentioned  extra  work  they  did  to  reduce  their  board,  as  coach- 
ing the  children  in  the  house ;  others  mentioned  the  fact  that  they  boarded 
with  relatives,  and  therefore  paid  less  than  they  would  have  paid  other- 
wise. 

The  average  amount  paid  for  laundry  seemed  to  be  $1.85;  but  this  is 
somewhat  uncertain,  as  some  gave  the  price  per  month  and  others  per 
week,  we  judged  which  from  other  expenses.  A  woman  can  readily  see 
that  the  problem  of  laundry  was  "managed"  variously.  Some  of  the 
teachers  of  Pitt  must  "do  up"  their  handkerchiefs,  stockings,  and  thin 
waists  themselves.  It  must  also  be  remembered  that  some  have  the 
privilege  of  putting  things  in  with  the  family  wash  and  lumping  it  in 
with  their  Tjoard.  Furthermore,  laundry  in  winter  is  not  the  same  as 
laundry  in  the  summer. 

IsTot  a  soul  reported  that  her  salary  was  sufficient  for  her  to  live  on 
during  the  entire  year.  Two  reported  other  sources  of  income,  but  only 
two.  "What  will  you  have  left  to  live  on  during  the  year  ?"  was  answered 
so  variously  that  the  results  mean  nothing  in  figures,  but  are  full  of 
human  interest.  Some  answers  gave  a  careful,  conscientious  statement 
in  accurate  dollars  and  cents,  while  others  gave  approximations,  and 
still  others  gave  the  one  word  "nothing."  "Other  necessary  expenses" 
seemed  to  be  a  difficult  item  to  handle,  and  was  variously  interpreted. 
One  had  "$1.25  a  month"  and  others  had  "in  excess  of  salary."  Some 
included  dress  and  personal  accessories,  while  some  carefully  estimated 
only  such  items  as  magazines,  traveling  expenses,  and  expenses  con- 
nected with  their  school  work. 

The  reports  on  how  they  would  take  care  of  their  expenses  during  the 
summer  were  full  of  interest.  The  majority  are  dependent  on  fathers, 
and  this  was  told  in  a  number  of  ways :  some  said  "parental  support" ; 
one  gave  the  one  word  "Dad."  Some  of  them  hoped  to  get  some  other 
kind  of  work.  Eight  said  they  expected  to  do  other  work,  but  did  not 
designate  what  kind.  One  will  "sew  or  clerk,"  one  will  "stay  in  a  store," 
and  one  will  do  "newspaper  reporting."  One  facetiously  replied,  "Going 
to  the  county  home,"  while  four  gave  the  pathetic  answer,  "I  don't 
know,"  and  one  sadly  answered  "borrow."  One  woman  replied :  "If  I 
go  to  a  summer  school  I  shall  have  to  be  supported  by  my  husband." 

A  number  express  uneasiness  about  their  expenses  at  a  summer  school ; 
they  are  required  to  go  and  have  nothing  to  go  on. 

It  is  difficult  to  judge  from  the  questionnaire  the  increase  in  living 
expenses.     The  increase  in  salary  is  so  slight   and  the  experience  so 


344  The  Training  School  Quarterly 

different  that  it  is  worthless  to  attempt  an  approximation  from  the 
answers,  but  very  few  showed  any  noteworthy  increase  in  salary. 

Cost  of  education  was  by  no  means  according  to  actual  equipment, 
as  some  who  are  the  best  trained  have  lived  where  they  had  good  high 
schools  and  were  in  reach  of  the  Training  School  so  that  they  could  come 
from  home ;  others  have  had  to  pay  out  money  for  everything  they  had. 

Tbe  answers  in  these  figures  may  be  slightly  changed,  when  all  reports 
come  in,  but  the  facts  will  remain  the  same :  in  Pitt  County  low  salaries 
and  short  terms  are  driving  teachers  out  of  the  schoolroom  into  other 
work. 

The  situation  in  Pitt  County  should  be  multiplied  by  one  hundred 
counties  for  this  State  alone.  A  casual  glance  at  newspapers  shows  that 
the  trouble  is  confined  to  no  one  county  or  section.  The  problem  facing 
the  superintendent  of  Pitt  County  is  facing  every  other  superintendent. 

QUESTIONNAIRE  ON   SALARIES   AND  LIVING  EXPENSES 

School  Disteict Township. 

How  many  teachers  in  your  school? 

How  many  grades  do  you  teach  yourself?   How  many 

pupils? 

What  is  the  probable  length  of  your  school  term  this  year? 

What  is  your  monthly  salary? Approximate  annual  salary? 


Monthly  cost  of  board? Laundry? Other  necessary 

expenses?  

Approximately,  what  will  you  have  left  from  your  salary  at  the  end  of  the 

year?   Will  this  be  enough  for  you  to  live  on  until  you  begin 

teaching  again? If  not,  how  will  you  take  care  of  your  expenses? 

How  long  have  you  been  teaching?  How  much  has  your 

salary  increased  in  that  time?  How  much  have  your  living 

expenses  increased  in  that  time? 

Approximately,  what  amount  has  been  spent  on  your  education? 

What  is  the  extent  of  your  academic  and  professional  training? 

About  how  much  do  you  spend  each  year  on  professional  improvement, 

books,  magazines,  summer  schools  or  institutes,  etc.?  

Do  you  expect  to  teach  next  year? 

Remarks :     


What  Training  School  Graduates  Are  Doing 
and  Getting 

A  list  of  questions  was  sent  out  to  the  graduates  of  the  Training  School. 
We  have  checked  up  the  salaries  received  by  these  girls.  The  average 
is  less  than  $50  a  month,  and  the  average  term  for  these  is  less  than 
seven  months.  They  average  $20  a  month  for  board.  These  girls  are 
teachers  that  have  normal  training  and  prove  by  their  reports  that  they 
are  doing  live  work  in  their  communities.  If  you  do  not  think  so,  look 
at  these  figures.  Of  twenty-nine  answers  received,  15  are  doing  Red  Cross 
work  in  their  schools;  12  had  already  begun  (before  February  20)  work 
in  the  Thrift  Campaign,  and  reported  that  thrift  stamps  had  been  sold 
in  their  schools;  18  told  of  Sunday  school  and  church  work  they  were 
doing;  20  reported  on  club  work  among  the  children  or  in  the  com- 
munity; 21  gave  accounts  of  entertainments;  4  told  of  service  flags. 
These  figures  are  given  merely  to  show  that  these  girls  are  not  merely 
staying  in  the  schoolroom  keeping  school ;  they  are  working  along  up- 
to-date  lines. 

We  are  finding  that  every  now  and  then  one  of  the  girls  trained  here 
especially  for  the  purpose  of  teaching  has  found  that  she  could  not  pos- 
sibly make  expenses,  so,  when  other  opportunities  came  they  turned  to 
other  work.  Several  in  the  town  of  Greenville  are  doing  other  things. 
Two  are  working  with  the  exemption  board.  One  graduate  stays  in  a 
millinery  store;  she  says  she  has  a  job  twelve  months  in  the  year,  and 
each  month  she  gets  more  money  than  she  did  teaching,  and  she  can 
stay  at  home  and  has  her  evenings  free. 

News  has  recently  come  that  one  of  the  graduates  has  a  Government 
position  in  Washington  City,  and  another  is  in  Hopewell.  One  is  in  the 
bursar's  office  in  one  of  the  State  schools.  Stenography  has  claimed  a 
few ;  the  reasons  given  by  one  for  changing  to  stenography  were :  "I 
make  a  real  living  at  a  steady  job,  and  when  I  am  through  at  the  office, 
I  am  through." 

When  the  answers  all  come  in  there  will  be  further  interesting  reve- 
lations. 

WHAT   ONE  SUCCESSFUL  TEACHEE  HAS  TO  SAT 

One  successful  teacher,  when  asked  what  she  had  to  say  about  the  ques- 
tion of  salaries,  wrote  the  following.  She  is  one  that  many  teachers  per- 
haps look  on  with  envy.  She  added  in  another  note  that  she  was  seriously 
considering  studying  for  the  civil  service  examinations,  as  she  was  so 
tired  of  trying  to  make  the  two  ends  meet. 

THE  QUESTION  OF  BETTER  SALARIES 

"The  High  Cost  of  Living"  has  been  talked  about  so  much  that  it  has 
become  a  joke — to  some  people.    To  the  average  teacher  it  is  a  cruel  joke,  "a 


346  The  Training  School  Quarterly 

state  of  affairs  to  be  endured  until  they  are  cured."  Let  us  pray  for  a  speedy 
cure!  The  expression  has  been  twisted  about  to  say,  "The  Cost  of  High 
Living."  This  does  not  apply  to  us  of  the  teaching  profession,  though  we 
are  expected  to  appear  well  dressed  in  all  seasons  and  to  live  in  fashionable 
quarters,  paying  a  fashionable  price  for  the  lodging.  A  teacher's  social  stand- 
ing in  her  community,  or  field  of  work,  depends  more  upon  the  outward  show 
than  upon  her  ability  to  manage  her  school  work  properly.  Nine  people  out 
of  ten,  in  discussing  a  teacher,  do  not  mention  her  professional  status  (they 
are  content  to  leave  that  in  the  hands  of  their  school  board),  but  they  will 
mention  and  discuss  her  general  appearance. 

A  teacher  is  supposed  to  continually  grow  by  taking  courses  during  the 
summer.  Our  State  requires  its  teachers  to  study  every  other  summer  for  a 
period  of  at  least  two  weeks.  The  present  salary  paid  a  teacher  is  hardly 
large  enough  to  support  her,  and,  if  a  teacher  hasn't  a  home  to  rescue  her  in 
the  summer,  she  is  compelled  to  do  some  kind  of  work  to  support  herself. 
This  is  very  humiliating,  to  say  the  least.  A  conscientious  teacher,  who  gives 
the  best  of  herself,  her  time,  her  strength,  and  faculties  to  the  schoolroom 
for  nine  months  out  of  the  twelve  needs  the  other  three  months  to  rest  and 
relax;  and  does  it  seem  too  much  to  ask  that  her  salary  might  be  large 
enough  so  that  she  could  have  a  much  needed  vacation?  Women  are  always 
asking  questions,  and  now,  all  over  our  country  as  well  as  State,  they  are 
asking  of  their  school  boards,  "How  are  we  going  to  make  our  salary  cover 
our  increasing  living  expenses?"  (I  speak  of  women  because  so  many  of 
our  teachers  are  women.)  A  teacher's  professional  dignity  gets  many  a  hurt 
from  the  valuation  put  on  her  services  by  the  State.  Under  present  condi- 
tions, with  prices  of  all  necessities  soaring  skyward,  I  do  not  see  what  we  are 
to  do  unless  our  salaries  increase  accordingly.  I  see  ahead  that  the  profes- 
sion is  to  be  bereft  of  many  of  its  best  members — not  that  they  will  be  de- 
serters. They  cannot  be  blamed  for  wanting  a  salary  equal  to  necessary 
expenditures. 

I've  been  teaching  four  years,  and  I'm  still  in  debt.  I  began  with  the  school 
debt  and  it  took  me  three  years  to  get  rid  of  that.  I  want  to  go  to  George 
Peabody  when  salaries  get  better.  I  cannot  save  enough,  and  I  will  not  make 
a  debt  again. 


Cfje  draining  ikfjool  (©uarterlp 

Published  by  the  Students  and  Faculty  of  the  East  Carolina  Teachebs 
Training  School,  Gbeenville,  N.  C. 

Entered  as  Second  Class  Matter,  June  3,  1914,  at  the  Postoffice  at  Greenville,  N.  C-, 
under  the  Act  of  March  3,  1S79. 

Price:     |1.00  a  year.  25  cents  single  copy. 

FACULTY  EDITOR Mamie  E.  Jenkins 

STUDENT  EDITORS. 
LANIER  LITERARY  SOCIETY  POE  LITERARY  SOCIETY 

Sadie  Thompson,  Editor-in-Chief  Ruth  Fenton,  Business  Manager 

Coba  Lancaster,  Assistant  Editor  Elsie  Morgan,  Assistant  Editor 

ALUMNAE  EDITOR Bettie  Spencer 

Vol.  IV  JANUARY,  FEBRUARY,  MARCH,  1918  No.  4 


Teachers  Needed     The   charge,    "Keep   the   schools   going,"    should   be 
to  Keep  the  heeded,  or  the  next  generation  cannot  measure  up,  can- 

not take  hold  of  the  work  of  reconstruction,  and  civili- 
zation will  be  swept  off  the  earth  and  a  new  dark  age  will  ensue.  Nobody 
questions  this.  "Keep  the  boys  and  girls  in  school"  is  another  charge 
that  the  people  are  making  efforts  to  obey.  The  public  is  finding  that  it 
takes  more  than  buildings  and  boards  and  girls  and  boys  to  make  a 
school,  however.  It  takes  teachers  in  a  schoolroom  with  the  boys  and 
girls.  "Keep  the  teachers  in  the  schools"  is  the  duty  nearest  at  hand 
now.  The  answer  is  not  hard  to  find :  Make  it  worth  their  while  to  stay 
there  I 


Not  a  Strike  "To  teach  or  not  to  teach  ?"  is  the  question  that  many 

a  one  in  the  schoolroom  is  facing  this  spring.  Their 
answer  depends  largely  upon  what  the  people  are  going  to  do  about 
salaries. 

It  is  not  a  strike.  These  teachers  are  not  threatening  to  stop  work. 
There  is  no  understanding  between  groups  of  teachers;  not  even  in  the 
same  school  are  they  acting  concertedly.  It  is  individualistic,  each  one 
acting  for  herself  alone.  In  many  cases  the  teachers  are  saying  nothing 
about  it,  but  quietly  making  their  plans  to  change  work.  If,  however, 
they  are  sufficiently  urged  by  having  adequate  salaries  offered  them,  they 


348  The  Training  School  Quarterly 

will  remain  in  the  schoolroom;  and  nothing  but  more  salary  can  keep 
them  there.  The  time  has  passed  when  the  teacher  listens  to  the  adula- 
tion of  the  man  with  the  comfortable  income  as  he  praises  her  for  her 
patience  and  self-sacrifice,  which,  he  says,  bring  her  rewards  far  dearer 
than  those  of  having  "filthy  lucre."  She  has  found  that  money  is  not 
always  "filthy  lucre,"  and  she  must  have  money  to  keep  body  and  soul 
together.  ( 

The  situation  is  almost  laughable: — or  would  be  if  it  were  not  so  serious. 
There  can  be  no  charge  of  lack  of  patriotism  because  the  teachers  are 
answering  calls  to  patriotic  positions  or  are  taking  the  place  of  men 
who  have  given  up  their  positions  to  go  into  service. 


The  School  The   schools    reach    every   home   in   America.      The 

the  Medium  teachers  have  the  greatest   opportunity  for   spreading 

the  propaganda  needed  to  be  spread  throughout  the  country.  Teachers 
need  not  envy  others  their  opportunities  for  doing  war  work.  Nowhere 
is  the  opportunity  greater  than  it  is  in  the  schoolroom,  or  reaching  out 
from  the  schoolroom. 

The  public  schools  of  America  are  recognized  by  the  Government  as 
the  media  through  which  the  people  can  best  be  reached.  It  took  a 
schoolmaster  President  to  see  the  value  of  using  the  schools.  The 
schools  of  today  are  theoretically  not  only  teaching  children  in  the  school- 
room, but  reaching  the  homes  from  which  the  children  come.  Practi- 
cally all  the  schools  have  not  as  yet  become  community  centers,  but  the 
demands  made  on  them  now  are  forcing  them  out  into  the  community. 

Wherever  the  school  succeeds  in  reaching  the  people,  there  the  people 
are  responding  to  the  calls  made  by  the  Government ;  but  where  the 
school  fails,  there  the  community  fails.  Especially  is  this  true  in  the 
country  and  in  the  smaller  towns,  where  the  school  is  perhaps  the  only 
medium  for  getting  the  ear  of  the  public. 


What  Are  You  Are  you  saving  your  pennies  and  nickels  and  dimes 
Doing?  until  they  become  quarters?     Then  do  you  put  these 

into  thrift  stamps — quickly,  before  you  are  tempted  to  spend  them? 
Are  you  doing  what  you  are  asking  the  children  to  do? 

Do  you  leave  scraps  of  bread  on  your  plate?  Do  you  leave  sugar  in 
the  bottom  of  your  cup  to  sweeten  the  dish-water?    Do  you  buy  candy? 

Do  you  belong  to  the  Red  Cross? 

Do  you  have  a  part  in  the  Y.  M.  C.  A.  and  Y.  W.  C.  A.  work  in  the 
Army? 

If  you  do  none  of  these  things,  how  can  you  get  others  to  do  them? 


Editorials  349 

The  Teacher's  Thrift  stamps  give  the  teacher  her  chance  to  help. 
Chance  to  Save  liberty  bonds  are  not  for  her,  as  is  clearly  seen  by  the 
salary  she  gets.  She  can,  if  she  carefully  cuts  a  little  here  and  a  little 
there,  get  at  least  one  war  certificate. 


Get  Others  to  The   teacher's  work  is  largely   educational   and   in- 

Invest  spirational.     She  can  know  about  war  activities  and 

aids,  and  can  long  so  to  help  that  she  can  influence  those  who  have  the 
money  to  help.  If  she  can  get  three  men  in  the  neighborhood  to  buy 
liberty  bonds,  and  can  get  50  per  cent  of  the  people  to  invest  in  war  cer- 
tificates, she  has  done  a  greater  work  than  if  she  alone  had  invested.  If 
each  of  the  teachers  in  each  county  influenced  only  one  man  each  to 
invest  in  liberty  bonds,  that  would  help  greatly  in  pushing  through  this 
next  issue. 


„  .     .     „       ,  The  farmers  and  the  people  in  the  country  and  the 

Stir  the  People  .  r     f\  , 

villages   did  not   subscribe  liberally  to   the   other  two 

liberty  loans.  North  Carolina,  in  the  number  of  people  who  subscribed, 
was  low  in  the  scale.  Much  of  the  prosperity  of  North  Carolina  this 
year  is  among  the  farmers  and  the  people  in  the  small  towns.  The 
figures  show  clearly  that  the  masses  were  not  reached ;  they  were  not 
educated  up  to  the  point  of  seeing  the  advantages  to  themselves  and  to 
the  country.  The  teachers  can  do  a  great  work  in  arousing  the  people 
from  their  apathy  to  intelligent  interest  and  activity. 


_   .  t    ...     ,  Some  teachers  are  sitting  with  folded  hands,  saying 

Get  to  Work  .  °  ,  n 

that  when  a  speaker  is  sent  to  talk  thrift  to  them,  then 

they  will  get  to  work.  This  is  one  thing  that  is  easily  grasped,  has  few 
complications,  and  can  be  explained  by  any  one  who  can  teach  a  school. 
The  teacher  who  is  not  helping  in  the  thrift  campaign  is  a  slacker.  If 
her  superintendent  is  a  slacker,  she  should  take  things  in  her  own  hands 
and  show  up  what  he  is. 


Wh  t  •  Th  "ft  ?  Have  you  thought  about  the  word  thrift  and  juggled 
with  it  to  see  what  you  can  get  out  of  the  idea?  Web- 
ster's dictionary  will  tell  you  it  is  "prosperity,  success,  good  fortune," 
"good  husbandry,  economical  management,  frugality."  The  Standard 
gives  the  synonyms,  "gain,  profit,  prosperity."    When  you  obey  the  direc- 


350  The  Training  School  Quarterly 

tion,  "See  thrive,"  you  find  thrive  means  "to  grasp  for  one's  self,"  "to 
win  success  by  industry,  economy,  and  good  management,"  "to  increase 
in  goods  and  estate,"  "to  prosper  by  any  means." 

In  the  same  way  follow  up  the  word  thrifty,  and  watch  the  idea  grow 
by  showing  up  the  contrast,  the  negative.  The  word  shiftless  is  the  word 
to  set  against  the  word  thrifty. 

Thrift  is  a  word  the  people  of  North  Carolina  need  to  learn  thoroughly. 
The  startling  figures  Judge  Stephenson  gives,  showing  what  an  improvi- 
dent people  we  are,  should  wake  us  up.  We  must  be  a  shiftless  lot,  as 
we  are  improvident  and  do  not  husband  our  resources.  It  is  an  un- 
pleasant truth,  but  the  way  to  change  it  and  make  it  an  untruth  is  to  get 
to  work.  The  Government  is  giving  every  man,  woman,  and  child  a 
chance  to  help  change  matters,  and  at  the  same  time  to  help  the  Govern- 
ment, by  lending  the  money,  which  they  will  get  back  later.  The  7  per 
cent  thrifty  should  change  places  with  the  93  per  cent  shiftless. 


Pass  on  Your  Teachers  themselves  are,  as  a  rule,  economical.    They 

Devices  have  to  pay  careful  attention  to  the  spending  of  their 

money  in  order  to  make  it  cover  all  the  needs.  All  of  us  have  little 
schemes  of  economy  we  practice  for  ourselves.  Pass  them  on  and  help 
others.  We  have  had  the  false  notion  that  we  must  hide  our  petty 
economies,  as  if  they  were  things  to  be  ashamed  of.  Now  we  may  help 
others  by  showing  how  we  do  it,  how  we  make  the  small  salary  do  the 
work  of  a  large  salary. 


_,     „  .  .  The  students  of  this  School  have  shown  a  wonderful 

The  Spirit  ...  .... 

spirit  of  patriotism  during  this  entire  year  since  war 

was  declared,  when  every  person  and  every  institution  has  been  tested. 
The  spirit  and  the  letter  of  the  times  have  they  obeyed  without  question 
or  murmur.  There  has  been  a  buoyancy  and  enthusiasm  in  their  re- 
sponse to  all  calls  made  upon  their  sympathies,  time,  energy,  and  means, 
that  have  been  inspiring.  The  attitude  of  the  student  body  is  such  that 
a  slacker  finds  herself  unpopular,  and  girls  are  quick  to  detect  slacking. 
The  girl  who  dares  to  leave  food  on  her  plate  is  spotted,  and  discovers 
she  is  the  subject  of  talk  among  her  fellow-students;  the  girl  who  will 
persist  in  buying  candy  is  not  so  popular  as  she  was  formerly. 

The  feeling  is  deep  and  ingrained.  An  evidence  of  this  is  the  fact 
that  there  have  been  very  few  pledges  and  promises;  none  seem  to  be 
needed.  The  students  have  been  quick  to  see  ways  in  which  they  can 
show  their  patriotism,  and  when  they  have  failed  to  see  opportunities, 
they  have  been  grateful  for  suggestions,  and  quick  to  adopt  them. 


Editorials  351 

Great  sacrifices  have  not  yet  been  made,  but  when  the  time  comes  for 
these,  and  these  young  women  will  be  called  on  to  give  to  the  uttermost, 
the  spirit  they  now  have  will  help  them  to  meet  these  sacrifices  hero- 
ically. 


The  Simplified  In  keeping  with  the  spirit  of  the  times,  commence- 
Commencement  meni  [n  the  year  1918  will  not  be  the  regulation  com- 
mencement of  former  years.  It  will  be  stripped  of  all  of  the  festive 
features.  The  sermon  to  the  class  will  be  preached  on  Sunday  morning 
and  the  graduating  exercises  held  on  Monday  morning,  with  the  address 
to  the  class  delivered  by  the  president  of  the  School,  according  to  the 
expressed  wish  of  the  entire  class.  On  Saturday  the  Alumnae  will  gather 
as  members  of  the  family,  welcomed  home,  but  the  fatted  calf  will  not 
be  killed  for  them.  The  banquet  will  not  be  given  this  year,  but  the 
Alumnas  are  especially  invited  to  come.  In  lieu  of  the  invitations  usu- 
ally sent  out,  announcements  of  the  graduating  exercises  of  the  class 
will  be  mailed  to  friends  of  the  girls  and  the  School. 

The  reasons  for  the  change  are  many  and  obvious,  some  tangible  and 
some  intangible,  therefore  hard  to  put  into  words,  but  easily  felt. 

There  will  be  material  saving,  as  cutting  down  the  travel  saves  space 
on  the  trains  and  gasoline  for  the  automobiles;  but  that  is  perhaps  a 
comparatively  small  matter.  The  saving  here  can  be  readily  seen.  Ex- 
travagant dressing  has  never  been  encouraged  in  the  School,  but  the  girls 
do  get  new  dresses,  and  the  saving  of  extra  dresses  is  an  item  worth 
considering  when  we  are  called  on  to  save  material. 

The  moral  effect  of  a  simple  commencement  is  great,  both  on  the  young 
women  who  are  making  the  sacrifice  and  on  the  public.  And  it  is  a  real 
sacrifice  to  a  group  of  young  women  who  have  always  looked  forward  to 
graduation,  the  day  when  they  were  to  be  the  observed  of  all  observers. 
It  is  a  big  day  in  a  girl's  eyes,  and  she  likes  to  have  her  family  and 
friends  present  to  share  her  triumph. 


A  Pioneer  The  story  of  George  Durant,  pioneer  settler  in  North 

ory  Carolina,  and  the  suggestions  for  teaching  it,  which 

are  printed  in  this  number  of  The  Quarterly,  are,  we  believe,  real  con- 
tributions to  the  school  literature  of  the  State,  and  we  trust  the  schools 
will  use  the  story.  North  Carolina  records  are  full  of  stories  of  adven- 
ture and  interest,  but  so  few  of  them  are  in  available  form  that  they  are 
not  used  in  the  schools  as  much  as  they  should  be.  This  work  was  a  part 
of  the  everyday  classroom  work  in  History.  Individual  assignments 
were  given  a  class  and  each  student  worked  up  the  story  of  one  pioneer 
*Y   t  could  be  taught  in  the  grades.    General  plans  that  could  be  adapted 


352  The  Training  School  Quarterly 

to  any  grade  were  called  for,  and  when  the  group  began  teaching  in  the 
Model  School  some  of  these  plans  were  turned  into  definite  plans  for 
that  particular  fourth  grade.  The  success  of  the  lessons  with  that  grade 
bear  witness  to  the  value  of  the  work  done. 

The  only  changes  made  in  the  story  of  George  Durant  were  cutting 
down  the  length,  leaving  to  the  teacher  to  supplement  the  story  herself 
with  accounts  of  the  country  and  conditions. 

Extra  copies  have  been  printed  for  class  work. 


Getting  and  This  number  of  The  Quarterly  has  several  articles 

Keeping  Fit  ^at  are  intended  to  give  teachers  ideas  on  how  to  get 

the  children,  the  boys,  and  girls,  outdoors,  and  how  to  keep  them  in  fit- 
physical  condition  by  having  them  play  games.  While  the  colleges  are 
giving  military  instruction,  and  while  even  the  high  school  boys  are 
drilling,  the  schools  should  be  doing  something  to  help  with  the  smaller 
girls  and  boys.  In  the  towns  the  boy  scouts  and  the  camp-fire  girls  or 
girl  scouts  are  doing  a  great  work,  but  in  the  country  the  only  chance  for 
directed  physical  activity  is  on  the  playground.  In  this  number  will 
be  found  suggestions  for  all  ages  and  sizes  from  the  first  grade  on  up. 


Get  to  Work  You  planted  well  last  year,  the  canning  clubs  did  a 

on  Gardens  wonderful  work,  but  make  your  plans  to  do  twice  as 

much  this  year.  Encourage  the  children  and  the  people  around  you  by 
showing  them  the  wonderful  things  that  were  done  last  year,  but  make 
them  realize  the  need  is  all  the  greater  this  year. 


Reviews : 

Conservation  and  Regulation  in  the  United  States  During  the  World 
War. 

This  bulletin  is  prepared  to  show  the  plan  of  the  regulation  and  con- 
servation movement  in  the  United  States.  Under  the  stress  of  war,  the 
development  of  the  conservation  and  regulatory  movements  has  been  at 
a  speed  never  before  approached.  Before  the  war,  the  people  did  not 
realize  the  necessity  for  a  conservation  movement,  but  the  wide  cam- 
paign being  carried  on  now  by  the  Food  Administration,  the  United 
States  Department  of  Agriculture,  State  and  local  councils  of  defense, 
and  other  organizations,  have  carried  conviction  to  a  very  large  propor- 
tion of  the  people  of  the  United  States  of  a  need  for  such  a  movement. 

This  bulletin  gives  the  plan  by  which  the  regulation  and  conservation 
was  worked  out.  These  regulatory  measures  come  under  the  following 
heads :  The  Food  Administration ;  The  Fuel  Administration ;  The 
Priority  Administration ;  The  War  Industries  Board ;  Shipping ;  Print 
Paper;  Creation  of  Correlation  Board. 

The  question  arises  in  this  bulletin  as  to  whether  these  regulations 
should  close  after  the  war.  This  question  is  asked,  "If  the  regulatory 
actions  prove  beneficial  during  the  war,  should  they  be  discontinued  after 
the  war  when  the  country  will  be  undergoing  the  reconstruction  period  ?" 

This  bulletin  places  the  various  kinds  of  conservation  so  that  they  are 
all  seen  as  phases  of  the  same  thing.    It  has  the  merit  of  conciseness. 

C.  L. 


United  States  Department  of  Agriculture,  Bulletin  No.  592,  Courses 
in  Secondary  Agriculture  for  Southern  Schools. 

This  bulletin  contains  outlined  courses  which  have  been  prepared 
because  of  a  demand  for  a  more  uniform  standard  in  agricultural  instruc- 
tion in  secondary  schools  in  the  South.  These  courses  are  intended  for 
the  third  and  fourth  years,  after  the  study  of  Agronomy  and  Animal 
in  Secondary  Agriculture  for  Southern  Schools. 

These  courses  will  have  to  be  adapted  to  the  needs  of  the  students  of 
each  school  and  community,  but  to  meet  the  needs  of  the  majority  of 
schools,  the  following  order  has  been  suggested:  First  year,  soils  and 
crops;  second  year,  animal  husbandry;  third  year,  horticulture;  fourth 
rear,  rural  economics  and  farm  management  and  rural  engineering. 

Outlines  are  given  in  this  bulletin  for  the  third  and  fourth  years. 

C.  L. 


354  The  Training  School  Quarterly 

Enlistment  for  the  Farm.    By  John  Dewey. 

The  war  of  the  nation  is  a  war  of  organized  social  and  economic  effort. 
The  ultimate  decision  as  to  victory  may  well  be  with  the  farmer.  It  has 
been  said  that  success  will  be  with  the  country  that  can  put  the  last 
hundred  thousand  men  in  the  field,  but  they  are  of  no  use  if  their 
stomachs  are  empty. 

It  is  food  that  will  win  our  battles.  We  must  look  to  all  to  help  in  its 
production  and  in  its  economical  consumption.  The  school  children  of 
America  can  serve  definitely,  effectively,  and  with  educational  results, 
by  helping  in  the  plowing  of  Uncle  Sam's  acre.  There  are  not  enough 
men  to  man  our  farms.  If  we  enlist  the  school  children  in  this  work 
they  can  serve  with  results  as  beneficial  to  themselves  as  to  the  nation. 

What,  then,  is  the  duty  of  the  school?  In  the  fight  for  food — and  it 
will  be  a  fight — school  children  can  help.  This  work  is  valuable  and 
educational.  It  offers,  first  of  all,  an  opportunity  to  educators  and 
teachers  to  develop  Constructive  Patriotism.  It  enables  the  teacher  to 
help  evolve  in  the  growing  generation  the  idea  of  universal  service  in  the 
great  battle  of  man  against  nature,  which  is  something  American,  some- 
thing great ;  and  which  is  not  a  military  idea  transplanted  from  Europe. 
It  gives  a  chance  for  the  expression  of  the  idea  of  service  to  one's  country 
which  is  not  of  the  destructive  kind.  It  will  employ  for  economic  pro- 
duction a  great  unused  labor  force  which  is  too  young  to  join  the  fighting 
forces.  It  will  give  the  children  healthful  exercise,  a  sense  of  reality 
which  means  so  much  to  children,  and  a  sense  of  service  in  performance 
of  work  which  is  really  useful. 

Of  course,  rural  and  village  schools  have  the  greatest  opportunity  to 
organize  their  children  for  farm  work;  but  children  in  the  cities  may 
be  sent  into  the  country  for  camps  and  tent  colonies  and  work  on  the 
soil.  There  they  will  gain  a  knowledge  of  the  world  of  nature,  the  dis- 
cipline of  useful  work,  acquaintance  with  country  life  and  a  broadened 
vision. 

This  work  should  be  planned  and  conducted  so  as  to  reap  its  educa- 
tional value.  The  children  should  not  only  get  some  knowledge  of 
farming,  but  every  effort  should  be  made  to  cultivate  nature  study,  in- 
vestigations of  plant  life  and  growth;  study  of  insects — those  which 
help  the  farmer  and  those  which  hurt  him.  In  addition,  some  funda- 
mental training  in  mechanics  and  arithmetic  should  be  arranged  for. 

This  is  not  a  dream. 

It  can  be  done, 

By  the  teachers  of  America. 

There  are  aboid  six  weeks  left  in  this  school  year. 

Now  is  the  time  to  organize  the  work.  S.  T. 


Reviews  355 

Three  Short  Courses  in  Home-Making.  Bulletin  1917,  ISTo.  23,  De- 
partment of  the  Interior,  Bureau  of  Education. 

The  three  brief  courses  in  home-making  outlined  in  the  pamphlet 
have  heen  especially  prepared  for  use  in  the  elementary  rural  schools. 
The  articles  indicate  a  few  of  the  important  phases  of  food  study,  sewing, 
and  the  care  of  the  home  with  which  the  girl  in  the  elementary  school 
should  be  familiar.  The  underlying  thought  for  each  problem  should 
be,  "Will  this  help  the  girls  to  live  more  useful  lives  and  will  it  lead  to 
better  conditions  in  their  homes  ?" 

The  lessons  are  purposely  made  simple,  and  the  plans  are  definitely 
outlined,  so  that  the  inexperienced  teacher  will  be  able  to  get  her  problem 
well  in  hand.  The  experienced  teacher  may  find  in  them  suggestions 
that  will  be  of  value  in  the  further  development  of  her  course. 

Because  of  the  short  school  year  in  some  rural  schools  and  the  diffi- 
culty of  securing  time  on  the  program  for  frequent  lessons  in  home- 
making,  each  of  the  courses  has  been  limited  to  20  lessons. 

If  a  cupboard  and  table  have  been  arranged  for  the  use  of  cookery 
classes,  most  of  the  suggested  work  can  be  carried  out  with  the  school 
equipment.  Where  equipment  is  not  at  hand  in  the  school,  and  school 
conditions  do  not  approximate  home  conditions,  it  may  be  possible  to 
secure  permission  to  give  the  lesson  in  a  near-by  home  of  one  of  the  girls 
after  school  hours. 

In  each  lesson  the  teacher  should  strive  to  impress  the  girls  with  the 
importance  of  doing  some  one  simple  thing  well,  giving  them  helpful 
information  in  regard  to  the  subject  that  will  be  of  value  to  their  own 
homes. 

The  rural  teacher  who  is  eager  to  make  her  schoolroom  an  attractive 
place  can  devote  some  time  in  these  lessons  to  such  problems  as  the  hang- 
ing and  care  of  simple  curtains ;  the  care  of  indoor  plants ;  the  arrange- 
ment of  pictures,  the  planning  of  storage  arrangements  for  supplies  and 
of  cupboards  for  dishes;  and  the  preparations  for  the  serving  of  the 
school  lunch.  S.  T. 


The  series  of  Lessons  in  Community  and  National  Life  have  been 
turned  over  entirely  by  the  Food  Administration  to  the  Bureau  of  Educa- 
tion. 

The  lessons  have  been  designed  for  use  in  all  grades.  Those  designed 
for  use  in  the  intermediate  grades  are  of  especial  interest  to  the  bulk  of 
teachers  in  ISTorth  Carolina.  There  are  twelve  lessons  already  out,  and 
with  most  of  the  lessons  there  are  questions  that  will  aid  both  teacher 
and  pupil.  Supplementary  references  are  also  given  which  will  enable 
the  teachers  to  go  further  into  the  subjects. 

The  topics  for  the  grades  are  as  follows :  (1)  The  War  and  Aeroplanes ; 
(2)  Spinning  and  Dyeing  Linen  in  Colonial  Times;  (3)  The  Water 
5 


356  The  Training  School  Quarterly 

Supply  of  a  Town  or  City;  (4)  Petroleum  and  Its  Uses;  (5)  Conserva- 
tion as  Exemplified  by  Irrigation  Projects;  (6)  Checking  Waste  in  the 
Production  and  Use  of  Coal;  (7)  Preserving  Foods;  (8)  Preventing 
Waste  of  Human  Beings;  (9)  Inventions;  (10)  Iron  and  Steel;  (11) 
The  Effects  of  Machinery  on  Rural  Life;  (12)  Patents  and  Inventions. 
These  lessons  may  be  obtained  from  the  Bureau  of  Education  by 
applying  for  Lessons  in  Community  and  National  Life.  These  lessons 
are  designed  as  follows :  Section  A — Designed  for  Use  in  the  Upper 
Classes  of  the  High  School.  Section  B — Designed  for  Use  in  the  Upper 
Grades  of  the  Elementary  Schools  and  the  First  Year  of  the  High 
School.  Section  C — Designed  for  Use  in  the  Intermediate  Grades  of  the 
Elementary  School.  S.  T. 


Bulletins  You  Should  Have 

The  bulletins  listed  below  furnish  much  valuable  information  and 
many  helpful  suggestions  for  mothers  and  teachers ;  not  only  for  immedi- 
ate use,  but  they  should  be  filed  for  future  reference. 

Every  home  and  every  school  should  appreciate  the  work  the  Govern- 
ment is  doing  in  preparing  these  bulletins  and  pamphlets,  take  advantage 
of  the  suggestions  made  in  them  and  cooperate  with  the  Government 
authorities  in  accomplishing  the  tremendous  tasks  before  them,  for  with- 
out this  cooperation  and  the  support  of  the  people  the  things  they  are 
\rying  to  do  cannot  meet  with  success. 

War  Information 

American  Interest  in  Popular  Government  Abroad.  (War  Informa- 
tion Series  No.  8,  Committee  on  Public  Information.) 

American  Loyalty  (War  Information  Series  No.  6,  Committee  on 
Public  Information). 

Bibliography  of  Books  on  the  War  (Teacher's  Leaflet  No.  2,  Bureau 
of  Education). 

National  Service  Handbook   (Committee  on  Public  Information). 

This  deserves  special  notice.     It  deals  with  such  topics  as  Domestic 

Welfare,  under  which  are  discussed  Industry,  Education,  Social  Work, 

etc. ;  European  War  Relief ;  Religious  Organizations ;  Agriculture  and 

the  Food  Supply. 

For  the  Home 

United  States  Food  Leaflets: 

No.  1.  Start  the  Day  Right. 

No.  2.  Do  You  Know  Corn  Meal? 

No.  3.  A  Whole  Dinner  in  One  Dish.    ... 

No.  4.  Choose  Your  Food  Wisely. 

No.  5.  Make  a  Little  Meat  Go  a  Long  Way. 

No.  6.  Do  You  Know  Oatmeal? 


Reviews  357 

No.  7.     Food  for  Your  Children. 

No.  8.     Instead  of  Meat. 

No.  9.     Plenty  of  Potatoes.    Use  Them. 

(Apply  to  Division  of  Publications,  Department  of  Agri- 
culture.) 
Commercial  Evaporation  and  Drying  of  Fruits   (Farmer's  Bulletin 
No.  903,  Bureau  of  Education). 

House  Rats  and  Mice  (Farmer's  Bulletin  No.  896,  Department  of 
Agriculture). 

Back  Yard  Poultry-Keeping  (Farmer's  Bulletin  No.  889,  Depart- 
ment of  Agriculture). 

The  Bureau  of  Education  will  furnish  directions  on  School  and  Home 
Gardening.  It  urges  that  the  work  done  under  the  direction  of  well- 
trained  teachers  returns  to  the  community  in  money  many  times  the 
cost  of  the  work,  and  that  this  line  of  work  should  be  intensified  next 
year  and  incorporated  as  a  part  of  the  school  program  in  every  city 
and  town  in  the  United  States. 

The  officials  of  the  Department  of  Agriculture  are  trying  to  impress 
upon  the  people  the  great  amount  of  damage  done  by  rats  and  mice. 
Rats  destroy  in  the  United  States  each  year  property  valued  at  more 
than  $200,000,000.  They  are  the  worst  enemies  of  conservation.  Isn't 
this  a  most  excellent  time  to  wage  a  war  of  extermination  ? 

Your  Government  is  trying  to  help  you.  Accept  its  offer  and  you 
help  it !  E.  M. 


The  Money  Value  of  Education,  Bulletin  1917,  No.  22.  Bureau  of 
Education. 

The  purpose  of  this  bulletin  is  to  show  in  terms  that  the  people  can 
understand  the  definite  way  in  which  education  promotes  industrial 
efficiency  and  increases  military  wealth. 

The  money  value  of  education  has  practically  been  lost  sight  of  by 
some  people  who  admit  the  value  of  the  education  of  the  schools  for 
general  culture,  aesthetic  appreciation,  and  preparation  for  citizenship. 
The  most  valuable  result  of  real  education,  the  broadening,  deepening, 
and  refining  of  human  life  cannot  be  measured  in  dollars  and  cents ;  yet, 
while  these  higher  things  of  the  soul  cannot  be  overestimated,  they  are 
not  the  only  results  of  education. 

The  wealth  and  power  of  a  nation  are  determined  by  education.  This 
is  proved  by  comparison  and  contrast  of  the  amount  expended  on  edu- 
cation by  different  states  and  nations  and  the  relative  production  of 
these  states  and  nations.  Why  educated  nations  produce  more  and  why 
the  vast  natural  resources  of  a  country  are  practically  worthless  without 
education  are  clearly  explained.  Business  is  growing  more  complicated, 
thus  increasing  the  necessity  of  education. 


358  The  Training  School  Quarterly 

Individual  efficiency  is  in  a  large  measure  dependent  upon  the  factor 
of  individual  education.  Despite  the  fact  that  the  occasional  marked 
successes  of  comparatively  unschooled  men  and  the  frequent  failures  of 
men  of  considerable  education  have  attracted  the  attention  of  many, 
several  studies  recently  made  show  the  great  influence  that  education 
has  upon  the  individual.  These  studies  are  given  in  detail,  and  together 
with  statistics  tabulated,  showing  the  financial  return  of  education, 
clearly  portray  the  fact  that  comparative  poverty  is  not  to  be  pleaded 
as  a  reason  for  withholding  the  means  of  education,  but  rather  as  a 
reason  for  supplying  them  in  larger  proportion. 

One  of  the  most  noticeable  and  valuable  features  of  the  bulletin  is  the 
number  of  attractive  posters  and  charts  displaying  to  the  eye,  in  a  striking 
form,  convincing  argument.  E.  M. 


Department  of  the  Interior,  Bureau  of  Education.  Bulletin,  1917, 
No.  33.  A  Comparison  of  the  Salaries  of  Rural  and  Urban  Superin- 
tendents of  Schools. 

This  bulletin  has  been  prepared  to  show  how  inadequate  are  the 
salaries  of  county  superintendents,  if  persons  properly  qualified  for  the 
position  are  to  be  obtained.  The  average  county  superintendent's  salary 
is  only  61  per  cent  of  the  average  city  superintendent's.  This  bulletin 
gives  tables  showing  the  salaries  of  county  and  other  rural  superintend- 
ents in  comparison  with  the  city  superintendents  in  the  48  States. 

C.  L. 


The  Placement  of  Children  in  the  Elementary  Grades. 

In  recent  years  many  students  of  education  have  been  placing  con- 
siderable emphasis  on  the  study  of  scientific  measurements  applied  to 
the  achievements  of  school  children  with  a  view  to  putting  educational 
practice  on  a  more  scientific  basis  than  in  the  past. 

Because  of  the  lack  of  scientific  information,  many  theories  not  jus- 
tified by  systematic  observation  have  obtained  currency.  As  a  result, 
much  time  and  energy  of  both  teachers  and  pupils  has  been  spent  to  a 
great  disadvantage;  confusion  has  been  produced,  and  the  advancement 
of  tbe  teaching  profession  has  at  a  time  been  greatly  retarded. 

Gradually  scientific  knowledge  is  gained  concerning  the  actual  ac- 
complishment of  school  children.  Administrators  are  being  trained  to 
look  after  this  work.  By  this  means  city  superintendents  will  be  able 
to  determine  the  relative  differences  between  the  different  schools  and 
between  the  different  children. 

This  should  be  run  by  a  business-like  method.  If  school  men  are  to 
secure  and  retain  the  support  of  the  business  men  and  the  taxpayers, 


Reviews  359 

they  must,  in  the  future,  demonstrate  their  ability  to  handle  finances  on 
a  business-like  basis. 

In  the  scientific  movement  two  great  goals  have  been  kept  in  view. 
They  are,  first,  the  establishment  of  objective  standards  whereby  the 
workers  in  educational  practice  cannot  only  measure  actual  results  of 
their  time,  energy,  and  methods,  but  will  also  have  guide  posts  which 
will  indicate  clearly  the  different  stages  in  the  child's  development ;  and 
second,  the  prevention  of  waste  through  misplacement  of  children. 

Statistics  from  a  bulletin  on  A  Study  of  the  Schools  of  Richmond,  Va., 
prove  that  the  time  of  the  pupil  has  been  wasted,  and  also  the  energy 
of  the  teacher,  through  the  misplacement  of  children  in  the  grades. 

In  general,  it  would  seem  that  the  changes  which  have  been  made  in 
the  allotment  of  time  to  the  different  subjects  indicate  an  effort  to  secure 
more  intensive  and  rational  teaching,  as  well  as  a  distribution  of  time 
by  subjects  better  suited  to  the  capacities  of  the  children  in  the  several 
grades.  S.  T. 


The  mid-winter  number  of  The  National  Geographic  Magazine  pre- 
sents a  series  of  illuminating  articles  pertaining  to  camp  life  of  our 
boys,  both  here  in  America  and  in  France.  Many  pictures  illustrate  the 
life  of  the  soldiers  in  32  great  cantonments. 

The  Geographical  and  Historical  Environment  of  America's  32  New 
Soldier  Cities  with  18  illustrations  gives  an  insight  into  the  daily  life  of 
our  soldiers.  All  the  names  of  the  different  camps  are  given  with  a  short 
description  of  the  site  of  each. 

Camp  Lee,  Virginia's  Home  for  the  National  Army,  is  illustrated. 
The  history  of  the  camp  is  given  from  the  very  beginning  to  the  present 
time. 

Lorraine — That  Part  of  France  Where  the  First  American  Soldiers 
Have  Fallen — is  an  illustrated  article  which  gives  a  very  definite  history 
of  the  country. 

The  article  on  The  Immediate  Necessity  of  Military  Highways  tells 
why  it  is  very  necessary  all  our  highways  should  be  made  better  in  time 
of  war  more  than  any  other  time.  There  are  illustrations  that  clearly 
show  how  the  roads  that  were  impassable  have  been  made  the  best  roads 
for  traveling. 

From  the  Trenches  to  Versailles  was  written  by  a  woman  who  makes 
it  her  business  to  make  the  life  of  the  soldiers  as  pleasant  as  possible 
while  they  are  on  leave  from  the  camps. 

The  flag  number  of  The  National  Geography  Magazine  is  the  most 
interesting  and  valuable  copy  we  have  seen.  This  number  comes  with 
1,197  flags  in  full  colors  and  300  additional  illustrations  in  black  and 
white.     This  was  a  fall  number.  S.  T. 


Progress  of  the  Work  at  the  Joyner  School 

—m  US  YOU  learned  from  the  last  issue  of  The  Quarterly,  some  of 
BHS    the  plans  for   the  work  of  the  Joyner   School   had   just   been 
%W  M   formulated,  and  perhaps  you  will  be  interested  in  hearing  about 
us  again. 

We,  like  the  other  teachers  of  the  State,  have  had  disappointments  and 
discouragements  in  our  work  during  the  year,  due  to  the  inclement 
weather  and  bad  roads.  With  the  exception  of  these  providential  hin- 
drances, our  work  has  gone  on  very  smoothly  during  the  four  months  we 
have  taught. 

But  in  every  school  there  are  problems,  both  general  and  individual, 
and  those  that  confronted  us  in  our  school  were : 

1.  Improper  gradation  of  students; 

2.  Poor  readers  and  spellers ; 

3.  Improper  expression  in  both  oral  and  written  work ; 

4.  Too  many  tardies. 

In  this  school,  as  is  true  in  many  other  schools,  we  found  some  who  were 
promoted  to  grades  that  were  really  beyond  what  they  were  capable  of 
doing,  while  others  were  in  a  grade  too  low,  and  still  others  who  had 
come  in  from  other  districts  who  were  really  midway  between  our  grades. 
Hence  the  problem — "In  what  grade  shall  we  place  this  child  so  that  he 
will  accomplish  the  most,  and  that  will  relieve  us  of  so  many  classes  ?" 
There  was  a  general  rearrangement.  After  about  two  weeks  of  strenuous 
effort  on  the  part  of  the  teacher  in  finding  out  the  ability  of  the  indi- 
vidual pupils,  the  following  grades  were  formed :  first,  second,  third, 
fourth,  lower  and  higher  fifth,  seventh  and  eighth.  Perhaps  some  may 
wonder  why  there  were  two  divisions  of  the  fifth  grade.  This  is  the 
situation :  there  were  some  who  had  been  promoted  to  this  grade  who 
were  fully  capable  of  doing  the  work,  while  there  were  others  who  were 
ahead  of  the  fourth  grade,  and  yet  would  have  been  a  drawback  to  the 
upper  section  of  this  grade,  and  who,  too,  because  of  their  age,  would 
have  become  discouraged  if  they  had  been  put  with  the  fourth  grade. 
This  had  to  be  considered,  and  while  they  are  known  as  the  lower  section 
of  the  fifth  grade,  they  are  doing  some  work  with  the  fourth  grade  and 
perhaps  will,  eventually,  unite  with  that  grade. 

In  all  of  the  lower  grades  we  have  found  poor  readers  and  spellers. 
We  have  given  special  emphasis  to  these  branches  through  silent  reading 
and  then  oral  reading  and  expression  of  thought,  drills  in  sounds,  and 
trying  to  get  the  child  to  visualize  the  word  as  a  whole.  In  spelling, 
particularly,  we  have  emphasized  the  visualization  of  the  word,  both  in 
oral  and  written  form. 

The  expressions  of  the  children  have  been  greatly  improved  by  con- 
versations on  the  life  about  them.     Since  this  is  a  tobacco-growing  sec- 


Progress  of  the  Work  at  the  Joyner  School  361 

tion,  all  of  the  children  are  interested  in  that  line  of  work,  and  a  very 
good  language  lesson  was  developed  by  the  teacher,  because,  being  from 
another  section  of  the  State,  she  did  not  know  about  the  growth  of  this 
plant,  and  the  children  were  anxious  "to  tell."  Those  who  make  gram- 
matical errors  in  asking  permission  are  refused  their  wish,  and  this 
causes  them  to  think.  Reproduction  of  stories,  discussions  of  the  war, 
War  Savings  Stamps,  and  our  part  toward  the  war,  are  brought  in  and 
have  aided  in  our  work. 

We  studied  the  problem  of  tardies  for  some  time,  appealing  to  the 
students'  pride  and  honor,  in  having  honor  rolls ;  but  no  good  results 
were  obtained.  We  finally  resorted  to  the  rule  that  all  those  who  were 
tardy  had  to  remain  in  the  afternoon  for  fifteen  minutes.  This  has 
greatly  reduced  our  number  of  tardies. 

WORK  IN  AND  AROUND  THE  SCHOOL  BUILDING 

On  our  first  visit  to  the  school  building  we  found  the  problem  of  much 
needed  work  and  improvement,  both  inside  and  outside  the  building. 
The  grounds  were  covered  with  tall  grass  and  bushes,  a  great  number  of 
windowpanes  were  out,  the  floors  were  covered  with  dirt  and  smut,  there 
were  no  teachers'  desks,  the  students'  desks  were  worn-out  double  ones, 
and  there  was  practically  no  working  material.  We  immediately  began 
to  plan  how  we  would  improve  our  school  building. 

During  the  first  week  of  school  we  had  the  building  cleaned  and 
scoured,  but  the  building  was  not  thoroughly  cleaned  until  our  Com- 
munity Service  Day,  a  month  later.  On  that  day  the  patrons  of  the 
school  came  out,  both  men  and  women,  and  with  the  school  children 
there  was  really  a  work-day.  The  women  were  kept  busy  inside  the 
building,  oiling  the  floors,  desks,  and  woodwork,  while  the  larger  girls 
washed  the  windowpanes  which  had  been  put  in  by  the  larger  boys  of 
the  school  and  community.  The  men  worked  on  the  outside  of  the  build- 
ing, grubbing,  raking,  and  cleaning  the  grounds.  By  the  afternoon  a 
dozen  wagon  loads  of  grass  had  been  hauled  off  and  the  basket-ball  court 
had  been  nicely  cleaned. 

During  the  day  some  of  our  patrons  found  that  we  wanted  and  needed 
single  desks,  and  before  leaving  the  school  grounds  fifteen  dollars  had 
been  subscribed.  Mr.  Underwood  ordered  the  desks  for  us,  with  the 
understanding  that  we  sell  our  Liberty  Bond  and  raise  the  necessary 
funds.  He  had  already  ordered  teachers'  desks ;  so  now  we  have  teachers' 
desks  with  chairs,  single  desks  for  the  three  rooms,  maps,  globes,  and 
window  shades.  We  also  have  buckets,  washpans,  dust  pans,  and 
brooms  for  the  three  rooms. 

WORK  IN  THE  COMMUNITY 

In  order  to  show  to  the  people  of  this  community  that  we  were  vitally 
interested  in  the  Joyner  School,  we  came  four  days  before  time  to  begin 


362  The  Training  School  Quarterly 

work.  On  the  day  after  our  arrival,  we  visited  every  family  who  had 
children  to  send  to  school.  In  these  short  calls  we  not  only  met  the 
people,  but  took  the  census.  We  found  that  there  were  seventy-eight 
children  who  might  be  expected  to  be  in  school  on  Monday,  October  15. 
When  the  opening  day  came,  we  had  thirty-six  students. 

Realizing  every  day  the  importance  and  seriousness  of  our  position, 
we  began  our  work  in  the  schoolroom.  We  had  one  big  object — that 
was,  to  get  the  people  to  come  out  to  the  school  and  then  to  get  the  forty- 
two  children,  who  were  not  in  school,  there.  The  first  thing  we  did  was 
to  get  up  a  few  simple  exercises  for  Hallowe'en,  after  which  we  hoped 
to  organize  a  Betteri^ant  Association.  Very  much  to  our  discourage- 
ment, there  were  not  enough  of  the  mothers  present,  so  the  organization 
was  deferred  until  a  more  opportune  time.  Our  second  plan  was  a 
general  clean-up  day.  This  was  to  come  at  the  end  of  the  first  month. 
In  order  to  get  the  people  to  come,  we  got  a  car  and  again  visited  every 
family  in  the  community,  asking  the  men  to  come  clad  in  work  clothes, 
and  the  women  to  bring  soap,  dust  cloths,  brooms,  and  plenty  of  dinner. 
We  also  sent  Mr.  Underwood  and  Mr.  Wright  urgent  invitations  to  come 
prepared  to  work,  and  dinner  would  be  served  them  in  accordance  with 
their  work.  As  a  result,  they  worked  earnestly.  At  the  close  of  the  day 
our  building  and  yard  had  undergone  such  a  change  that  we  could  hardly 
realize  that  it  was  the  same  place. 

During  the  second  week  of  school  Mr.  Underwood  and  Mr.  S.  J. 
Everette  visited  us.  Their  talks  created  so  much  interest  and  patriotism 
that  the  children  were  eager  to  buy  a  Liberty  Bond.  One  dollar  was 
raised  immediately  and  turned  over  to  the  County  Superintendent,  who 
bought  the  bond  for  us.  This  bond  was  later  used  as  a  payment  on  our 
single  desks.  On  November  15th  the  first  real  payment  on  this  bond 
was  due.  To  raise  the  sum,  we  gave  a  party  at  the  school  building, 
realizing  $16. 

"North  Carolina  Day"  confronted  us  next,  but  the  bad  weather  came 
on  and  all  our  plans  were  seriously  interfered  with.  The  roads  were 
almost  impassable,  even  for  walking,  and  our  fuel  gave  out,  so  we  were 
providentially  and  uncomfortably  hindered.  In  fact,  we  found  it  neces- 
sary to  close  school  until  after  Christmas.  Real  work  did  not  begin 
again  until  the  7th  of  January.  Again,  we  found  our  school  building 
cold.  The  weather  had  not  moderated  so  that  wood  could  be  gotten, 
neither  had  the  roads  dried  off.  But  the  teachers  felt  that  they  must 
make  an  effort.  All  three  of  us  gathered  in  one  room  around  one  stove 
and  taught  the  best  we  could,  but  spent  most  of  our  time  trying  to  keep 
ourselves  and  the  children  warm.  During  all  of  this,  though,  we  had  the 
heart-felt  sympathy  of  the  patrons,  and  especially  of  the  committee. 
As  soon  as  a  fair  day  came,  teams  and  work  hands  came  from  almost 
every  home  and  hauled  wood  a  whole  day.    Mr.  A.  M.  Waters  brought 


Progress  of  the  Work  at  the  Joyner  School  363 

his  gasoline  engine  and  did  the  sawing.    So  now  we  have  plenty  of  good 
wood  and  every  one  is  warm  and  happy  again. 

By  this  time  another  payment  on  our  Liberty  Bond  was  due.  The 
bad  weather  had  kept  us  from  giving  an  entertainment  at  the  school 
building,  so  one  of  the  teachers  went  visiting  again,  collecting  money 
this  time.    The  amount  was  raised  and  at  last  the  Liberty  Bond  was  paid. 

February  15  was  set  aside  as  North  Carolina  Day.  As  this  was  the 
regular  meeting  of  the  Ragsdale  Literary  Society,  we  decided  to  have 
the  exercises  as  our  program  for  that  day.  Lieut.  Leon  R.  Meadows 
of  the  Training  School  came  out  and  talked  to  us  on  Camp  Life  and 
North  Carolina's  duty  toward  the  war.  We  had  a  larffe  attendance  and 
every  one  thoroughly  enjoyed  the  program.  While  getting  up  this  pro- 
gram we  were  also  planning  a  Colonial  Party  to  take  place  February  22. 
The  object  of  this  was  not  only  to  entertain  our  people,  but  to  raise 
money  to  pay  on  our  single  desks. 

Having  done  these  few  things  and  kept  up  our  school  work,  you  will 
doubtless  realize  that  our  program  has  been  full.  But  we  do  not  forget 
that  we  have  a  duty  to  fulfill  toward  the  Sunday  school,  and  try  to  be 
there  every  Sunday  afternoon.  Two  of  the  teachers  have  classes;  the 
other  one  teaches  the  school  children  the  Sunday  school  lesson  every 
Friday  morning.  Nancy  Wall, 

Mary  Newby  White, 
Ruth  Lowder. 


Suggestions 


Arithmetic  Based  Upon  the  Present  War  Conditions 

In  the  fourth  grade  we  worked  out  a  series  of  lessons  in  arithmetic 
based  upon  the  present  conditions  brought  about  by  the  war. 

Our  first  lesson  was  merely  a  conversational  language  lesson.  Through 
skillful  questions  the  children  enumerated  the  ways  in  which  we  are 
affected  by  the  war.  There  is  a  scarcity  of  labor  because  our  men 
are  being  sent  to  the  training  camps,  preparing  for  service  in  the  Army 
and  Navy.  As  a  result  of  that  our  industries  are  in  a  way  hindered, 
thereby  causing  a  scarcity  of  fuel,  clothing,  foodstuffs,  and  luxuries. 
This  led  them  to  appreciate  the  direct  need  of  conserving  or  saving 
food,  which  was  the  next  effect  which  they  mentioned.  Not  only  did 
they  emphasize  the  need  of  food  conservation,  but  they  also  realized 
that  the  high  cost  of  living  was  of  equal  importance.  They  appreciated 
the  fact  that  one  effect  was  an  outgrowth  of  the  other. 

In  dealing  with  the  high  cost  of  living  I  laid  special  stress  on  the 
advance  in  prices  of  foodstuffs  since  we  have  been  engaged  in  war.  I 
separated  my  class  into  groups  or  committees  and  had  them  to  go  to  the 
stores  and  get  the  actual  prices  of  foodstuffs,  dry  goods,  etc. ;  and  they 
learned  the  cost  of  fuel.  They  came  back  with  their  reports  on  heavy 
and  fancy  groceries,  dry  goods,  and  fuel.  With  the  information  which 
they  brought,  we  made  a  chart  upon  which  later  work  in  our  arithmetic 
was  based,  that  of  bill  making  and  problem  solving.  Our  chart  was 
merely  a  list  of  the  various  articles  and  their  prices  written  on  the  board 
so  that  the  whole  class  could  see  it  and  refer  to  it  in  making  their  prob- 
lems. Of  course,  we  kept  it  there  till  we  completed  our  work  along  that 
line. 

Along  with  the  chart  we  made  use  of  some  appropriate  posters  on  food 
conservation  which  the  Government  has  sent  out.  Quite  a  bit  of  interest 
was  shown  in  this  work,  for  the  children  realized  that  these  conditions 
exist  now  and  directly  concern  them. 

We  used  our  chart  in  such  a  way  as  to  motivate  bill  making.  For 
instance,  one  child  was  the  storekeeper,  another  was  the  customer,  who 
went  to  the  store  and  purchased  the  following  articles :  1  lb.  butter  at 
60c ;  3  boxes  crackers  at  8c ;  5  lbs.  lard  at  30c.  The  storekeeper  then 
made  out  the  customer's  bill.  Excellent  results  were  obtained,  for  we 
had  very  little  trouble  with  the  regular  form,  which  is  usually  quite 
hard  for  even  fifth  graders  to  get. 

After  spending  two  or  three  days  on  bills,  we  changed  the  work  from 
written  to  oral  work — that  of  making  real  problems  and  solving  them. 


Suggestions  365 

In  making  these  problems  we  emphasized  the  economic  and  true-to-life 
side,  in  that  we  checked  up  the  kind  of  things  and  quantity  which  they 
would  buy  during  these  war  times,  especially  of  food.  Several  days 
were  spent  in  making  problems  through  the  use  of  the  chart  and  then 
solving  them.  All  of  this  work,  as  I  have  said,  was  done  orally.  Here 
are  some  of  the  problems  the  children  actually  made. 

(1)  Miss  McCowen  went  down  to  Johnson's  and  bought  V2  doz.  apples  at 
30c  per  doz.;  2  boxes  Uneedas  at  8c  per  box,  and  1  loaf  bread  at  6c.  How 
much  change  did  she  get  back  if  she  gave  him  one-half  dollar? 

(2)  I  went  to  Maguire's  yesterday  and  bought  1  jar  peanut  butter  at  15c, 
2  boxes  crackers  at  8c  per  box,  %  lb.  candy  at  30c  per  lb.  How  much  was 
my  bill? 

(3)  Mr.  John  Jones  ordered  of  the  Harvey  Woodyard  1  ton  of  coal  at  $9  per 
ton  and  2  loads  of  wood  at  $4.50  per  load.  How  much  did  Mr.  Jones  owe 
the  Harvey  Woodyard? 

By  way  of  a  review,  this  work  was  motivated  by  a  race  which  was  con- 
ducted somewhat  like  a  spelling  match.  There  were  two  sides.  The 
captain  on  the  one  side  gave  a  problem  of  the  same  type  as  the  others,  as : 

Mary  went  to  the  store  and  bought  2  boxes  of  crackers  at  8c  per  box,  2  doz. 
apples  at  30c  per  doz,  and  1  bottle  olives  at  20c  per  bottle.  If  I  gave  the  clerk 
a  one-dollar  bill,  how  much  change  did  I  receive? 

The  first  child  on  the  opposite  side  solved  it,  and  he  in  turn  gave  one. 

Thrift  and  War  Savings  Stamps  were  used  as  a  basis  for  problems,  and 
they  were  of  practically  the  same  value  and  excited  as  much  interest 
among  the  children  as  did  our  other  work.  Here  are  some  of  the  prob- 
lems which  we  made  and  used  : 

(1)  William  Taft  bought  a  booklet  full  of  Thrift  Stamps  at  25c  each.  How 
much  did  they  cost  him? 

(2)  In  February  he  exchanged  his  booklet  of  stamps  for  a  War  Savings 
Stamp.    How  much  more  money  did  he  have  to  pay? 

(3)  In  1923  he  will  get  back  $5.    How  much  money  will  he  have  made? 

(4)  Frank,  Jr.,  bought  Ave  War  Savings  Stamps  in  January.  How  much 
did  he  pay  for  them? 

(5)  At  the  end  of  5  years  he  will  get  back  $20.  How  much  money  will  he 
have  made? 

I  daresay  we,  as  a  general  thing,  think  that  it  is  impossible  with  most 
of  our  work  to  utilize  the  material  at  hand,  that  is,  that  which  vitally 
affects  the  child's  interests  and  needs.  Upon  careful  investigation  we 
find  it  by  far  the  best  plan.  While  working  out  these  lessons  I  more 
keenly  appreciated  the  value  and  necessity  of  taking  hold  of  and  using 
the  child's  experiences  and  interests  as  a  basis  for  further  work. 

Willie  Jackson,  '18. 


366  The  Training  School  Quarterly 

Thrift  Stamps  and  Number  Work  in  the  Third  Grade 

While  competition  and  the  patriotic  spirit  held  sway,  and  the  chil- 
dren's interest  in  the  Thrift  Stamp  and  War  Savings  campaign  was 
held  at  the  highest  tension,  we  used  these  for  numher  work  in  the  third 
grade  to  great  advantage. 

Through  successive  talks  by  the  superintendent  in  chapel  about  buying 
these  stamps,  and  the  reports  given  from  each  grade  as  to  the  amount  of 
stamps  purchased,  the  children  had  become  very  much  interested  in 
the  work.  The  reports  gave  rise  to  much  rivalry  not  only  among  grades, 
but  between  individuals.  The  teacher  at  once  saw  the  situation  and 
took  hold  of  it,  and  directed  the  interest  and  competition  into  some- 
thing beneficial  to  both  teacher  and  pupil. 

Some  of  the  parents,  through  indifference  to  the  cause,  and  ignorant 
of  the  real  value  of  this  campaign  discouraged  rather  than  encouraged 
their  children  in  buying  the  stamps.  But  even  this  did  not  chill  their 
ardor.  We  see  and  realize  that  before  our  work  can  be  successful  and 
aid  obtained  from  the  children  in  work  of  this  kind  we  must  show  them 
the  real  value,  and  through  them  arouse  the  home  people.  The  teacher 
in  using  the  stamps  for  number  work  attempted  to  keep  this  in  mind, 
and  never  lost  sight  of  the  fact  that  she  was  not  only  teaching  arithmetic, 
but  that  she  was  helping  to  interest  the  children  and  their  people  in  the 
Thrift  Stamp  campaign.  She  based  her  first  lessons  on  the  talks  given 
in  chapel,  the  cost  of  Thrift  Stamps,  amount  of  interest  received  at  end 
of  five  years,  and  cost  of  the  stamps  bought  in  her  room. 

We  see  her  aims  were  twofold — not  only  to  get  the  children  interested 
and  working  for  the  cause  through  competition,  but  to  use  this  interest 
and  competition  as  a  basis  for  her  number  work. 

Some  of  the  problems  given  in  the  first  lesson  were : 

1.  How  much  do  you  have  to  pay  for  a  Thrift  Stamp  this  month? 

2.  How  many  stamps  do  you  have  to  buy  before  you  have  enough  to  get  a 
certificate? 

3.  How  much  money  do  you  pay  to  get  sixteen  stamps  or  a  certificate? 

4.  If  Dow  bought  four  Thrift  Stamps,  how  much  money  did  he  pay  for 
his  stamps? 

5.  How  many  more  does  he  need  to  fill  out  his  book? 

6.  If  we  buy  sixteen  stamps,  how  much  money  do  we  get  at  the  end  of 
five  years? 

7.  How  much  more  is  $5.00  than  $4.13?    How  would  you  find  out? 

The  next  problem  was  brought  up  by  this  question: 

How  many  of  you  are  willing  to  save  your  nickels  and  dimes  that  you  beg 
mother  and  papa  for  to  buy  candy,  chewing  gum,  and  to  go  to  the  movies,  so 
that  you  can  buy  Thrift  Stamps  and  help  win  the  war? 

8.  How  many  days  would  it  take  you,  if  you  saved  a  nickel  every  day,  to 
buy  a  stamp? 


Suggestions  367 

The  parents  of  the  children  became  more  interested  every  day,  and  the 
amount  of  stamps  purchased  grew  larger.  So  the  next  lessons  were 
directed  to  the  comparisons  of  the  grades  as  to  the  number  of  stamps 
purchased,  number  of  children  who  bought,  and  the  amount  of  money. 
Also  the  amount  of  the  whole  school,  number  of  children  who  bought  in 
whole  school  weekly  as  the  reports  were  made. 

The  report  from  January  28th  to  February  4th  was : 

Grade  Total 

3  A  $  16.80 

3  B  10.50 

4  A  13.74 

4B  132.96 

5  A  43.00 

5   B  10.37 

5C  53.25 

Each  week  the  reports  were  compared,  and  the  children  were  credited 
for  their  good  work  in  such  a  way  that  they  worked  harder  each  week 
to  bring  their  grade  ahead.  It  was  amazing  to  see  the  way  the  number 
of  stamps  grew  from  week  to  week  among  rivals  and  grades. 

Some  of  the  problems  given  in  comparison  were : 

1.  Today  let  us  see  how  much  money  all  the  grades  in  school  have  spent  so 
far  on  Thrift  Stamps.    How  can  we  find  out? 

2.  How  much  has  Grade  4B  spent?  How  much  our  grade?  How  much 
more  has  4  B  given  than  our  grade? 

3.  If  Doris  hought  eight,  how  much  did  6he  pay  for  them? 

4.  If  Troy  bought  five,  how  many  more  has  Doris  than  Troy?  How  many 
Thrift  Stamps  must  he  buy  before  he  can  get  a  War  Savings  Certificate? 

5.  If  J.  T.  bought  two  books  of  Thrift  Stamps,  how  many  stamps  would  he 
have?    How  much  money  would  he  get  at  the  end  of  five  years? 

6.  If  two  weeks  ago  our  grade  had  bought  only  seven  dollars  worth  of 
stamps,  and  now  we  have  ten  fifty  ($10.50)  worth,  how  much  more  money 
have  we  put  in  Thrift  Stamps? 

7.  If  you  bought  five  Thrift  Stamps  and  handed  the  postmaster  a  two-dollar 
bill,  how  much  change  will  he  give  you  back?  How  many  Thrift  Stamps 
can  you  buy  with  it? 

At  the  end  of  this  lesson  the  children  were  allowed  themselves  to  make 
problems  on  Thrift  Stamps.  They  did  some  good  thought  work,  and 
the  results  were  obtained ;  but  the  children  were  not  qualified  to  handle 
the  dollar  mark  and  the  decimal  point,  and  a  drill  on  these  before  class 
would  have  saved  time  during  the  lesson  and  more  time  could  have  been 
given  to  problems,  instead  of  teaching  the  dollar  mark  and  decimal 
point. 

j^ot  only  does  this  Thrift  Stamp  and  War  Saving  campaign  afford 
us  a  fine  opportunity  for  number  work,  but  for  language,  on  the  side. 
The  children  were  held  to  a  standard  of  expression,  and  nothing  was 
allowed  to  pass  that  was  not  clear  to  all. 

Burwell  Patterson,  '18. 


368  The  Training  School  Quabtekly 

How  Thrift  Stamps  Were  Used  in  the  First  Grade 

If  thrift  stamps  proved  to  be  a  success  in  the  first  grade,  why  can't 
they  be  doubly  a  success  in  the  other  grades  ? 

In  the  first  grade  many  lessons  grew  out  of  the  discussion  of  "Thrift 
Stamps."  We  talked  about  what  they  were  and  why  we  should  buy 
them. 

Number  work  was  one  of  the  greatest  topics  brought  out  through  the 
use  of  Thrift  Stamps.  The  children  did  the  actual  counting  of  money 
by  quarters.  They  told  how  many  stamps  they  could  buy  for  one  dollar. 
They  knew  that  if  it  took  one  quarter  to  buy  one  stamp,  it  would  take 
four  quarters  to  buy  a  dollar's  worth. 

One  little  girl  told  that  just  as  soon  as  her  father  got  his  money  from 
Wilson  she  was  going  to  buy  a  War  Savings  Stamp.  From  this  the 
teacher  brought  out  the  fact  that  when  money  was  transferred  from 
one  place  to  another,  it  was  done  by  means  of  checks.  The  child  then 
arrived  at  this  decision,  that  the  money  would  probably  be  so  much  that 
it  would  be  too  heavy,  and  it  was  moved  from  one  place  to  another  by  the 
"check."  Then  one  child  brought  the  real  check  to  school  to  buy  his 
stamp.  From  this  they  understood  that  the  check  did  stand  for  the 
money. 

The  little  children  would  delight  in  telling  how  they  saved  their 
money,  and  how  they  were  going  to  help  save  their  pennies  so  they  could 
buy  more  stamps.  Their  greatest  delight  was  to  fill  their  books  with  the 
Thrift  Stamps,  and  this  is  what  we  were  trying  to  do.  They  understood 
that  it  took  sixteen  to  fill  the  book,  and  that  is  what  they  were  working 
to  do.  One  child  made  the  statement  that  he  had  ten  stamps  in  his  book ; 
it  would  take  six  more  to  fill  it.  When  he  finished  filling  it,  he  could 
put  twelve  more  cents  with  it  and  buy  a  War  Savings  Stamp.  What 
more  was  this  than  addition  and  subtraction  of  numbers? 

A  great  deal  of  language  work  also  grew  out  of  Thrift  Stamps. 
Through  the  discussions  the  little  children  were  led  to  use  many  correct 
forms  of  language,  as,  "Papa  gave  me  fifty  cents  to  buy  two  stamps,  and 
he  is  going  to  give  me  twenty-five  cents  soon  to  buy  another  stamp." 

Many  of  the  children  told  of  how  they  were  helping  around  the  home, 
so  when  mother  paid  them  for  their  work  they  did  not  spend  it,  or  were 
not  going  to  spend  it  for  candy  and  chewing  gum,  but  they  were  going 
to  put  it  up,  and  keep  adding  to  it  until  they  had  enough  to  buy  one  or 
more  Thrift  Stamps.  Every  morning  they  would  enjoy  telling  how 
many  stamps  they  had  bought,  and  what  they  were  going  to  do  to  make 
money  to  buy  more. 

They  discovered  that  if  they  bought  Thrift  Stamps,  even  if  it  wasn't 
but  one,  their  names  would  go  in  the  daily  paper.  Of  course,  all  children 
like  the  idea  of  having  their  names  published ;  so  this  gave  them  another 
motive  to  purchase  the  stamps.    Every  child  in  the  room  became  a  littlt 


Suggestions  369 

patriot,  and  saw  that  it  was  he  helping  win  the  war.  Several  children 
would  tell  the  class  they  saw  their  names  in  last  night's  paper,  and  one 
little  boy  became  so  interested  in  their  names  being  published  that  he 
cut  out  the  list  of  purchasers  of  Thrift  Stamps  in  his  room  and  brought 
them  to  class  for  the  teacher  to  read  to  the  whole  room.  He  emphasized 
that  they  be  read  aloud  to  all  of  the  children.  This  the  teacher  did,  and 
the  children  who  had  not  bought  any  stamps  determined  that  they  must 
buy  one,  if  no  more,  to  get  their  names  in  the  paper.  One  just  could 
not  bear  the  idea  of  any  other  child  getting  ahead  of  him. 

On  every  Wednesday  morning  in  chapel  the  buying  of  Thrift  Stamps 
was  also  encouraged.  Some  teacher  would  announce  to  the  school  how 
each  grade  stood  in  the  purchasing  of  Thrift  Stamps.  What  a  good 
time  the  little  people  had  together  clapping  for  their  grade ! 

In  this  way  the  buying  of  Thrift  Stamps  was  carried  out  in  the  first 
grade.  This  gave  all  the  children  a  desire  to  buy  the  stamps,  and  they 
were  all  willing  to  do  their  part. 

At  the  same  time  the  children  realized  the  real  need  of  buying  the 
stamps,  "To  win  the  war  we  must  all  do  our  part,  and  buying  Thrift 
Stamps  is  one  means  through  which  we  can  help  win  the  war." 

Pattie  Farmer,  '18. 

War  Scrap-book 

A  war  scrap-book  would  arouse  much  interest,  at  this  particular  time, 
among  the  intermediate  grades.  It  is  in  direct  accordance  with  the 
child's  natural  desire  to  collect  and  hoard  material.  The  idea  of  making 
a  war  scrap-book  will  give  the  child  a  strong  desire  to  read  newspapers 
and  magazines,  for  the  purpose  of  getting  material  for  his  scrap-book. 
Underneath  it  all  he  is  getting  much  information  and  is  also  acquiring 
the  valuable  habit  of  using  what  is  at  hand.  And  this  will  not  only 
serve  him  throughout  his  immediate  work,  but  throughout  life. 

When  a  child  can  see,  handle,  and  own  the  material  that  he  has  col- 
lected, his  mind  will  soon  be  enriched  with  this  valuable  material  from 
magazines,  newspapers,  and  other  sources.  It  gives  him  something  to 
talk  about  and  something  to  write  about ;  therefore,  it  furnishes  excel- 
lent work  for  oral  and  written  composition.  It  will  also  give  the  child 
a  high  sense  of  pride  for  his  English  which  will  carry  over  into  his  other 
work.  In  fact,  he  will  gain  material  that  will  help  him  practically  in 
every  subject.  It  develops  good  taste  in  arrangement,  good  placing,  and 
a  love  for  the  beautiful.  It  would,  by  all  means,  stimulate  much  interest 
to  put  some  of  their  own  best  written  work  in  their  scrap-book. 

It  would  be  a  good  plan  to  have  a  large  composite  war  scrap-book  for 
he  grade,  and  divide  the  children  into  groups,  having  each  group  to 

yr\  on  different  topics  that  are  connected  with  the  war,  thus  arousing 
etition. 


370  The  Training  School  Quarterly 

In  making  our  scrap-book,  one  group  could  work  up  one  section  of  it 
called  "Who's  Who  in  This  War."  This  would  lead  the  children  to 
know  about  the  leading  men  of  today.  Each  member  of  that  group  could 
collect  material  on  one  man.  Having  President  Wilson's  picture  on  the 
front  page,  there  would  be  no  trouble  finding  material  on  him  for  our 
scrap-book.  Our  next  man  might  be  Hoover.  Material  could  be  easily 
collected  on  him  and  his  great  work.  Advertisements  could  be  found  in 
every  daily  newspaper  and  magazine  on  food  conservation.  There  are 
many  other  men  who  should  have  a  place  in  our  war  scrap-book — Gar- 
field, for  one,  the  coal  administrator.  Good  material  could  be  found  in 
Review  of  Reviews  in  January  and  February  numbers,  especially,  in 
Current  Opinion  and  daily  papers.  Others,  which  I  shall  only  mention, 
could  be  worked  out  along  with  these  that  I  have  taken  up,  as,  Josephus 
Daniels,  McAdoo,  Baker,  and  General  Pershing. 

Another  group  could  work  up  a  section  of  the  book  called  "War  Loans," 
which  would  include  information  about  Thrift  Stamps,  War  Saving 
Stamps,  etc.  This  would  be  very  interesting  to  children,  for  some  of 
them  are  saving  their  money  by  buying  Thrift  Stamps.  They  have  also 
heard  and  read  much  about  saving. 

Then  another  group  of  pupils  would  be  interested  in  collecting  "War 
Cartoons"  for  another  part  of  their  book.  These  are  found  everywhere, 
in  daily  papers,  Literary  Digest,  Current  Opinion,  Life,  and  Review  of 
Reviews.  This  would  come  in  especially  good  now,  since  there  are  such 
expressive  cartoons,  as  the  following:  "Saving  food,"  "Saving  coal," 
,  "Helping  the  soldiers,"  "The  work  of  Uncle  Sam,"  "Peace,'  and  "Victory 
for  the  Allies." 

Then  another  section  could  be  on  public  buildings  used  by  Uncle  Sam. 
The  pictures  could  be  easily  found  not  only  from  magazines  and  daily 
papers,  but  from  post-cards  which  the  children  already  have. 

The  resourceful  teacher  may  find  many  more  topics  for  her  scrap- 
book.  This  is  merely  a  suggestion  to  the  live  teacher,  and  one  that  can 
be  adapted  to  any  grade.  Lillian  Shoulars,  '18. 

The  Teaching  of  the  Story  of  George  Durant,  the  Pioneer 
Settler  of  North  Carolina 

This  suggestion  is  a  general  plan  for  the  teaching  of  the  story  of 
George  Durant,  and  is  suitable  to  he  adapted  for  the  fourth,  fifth,  and 
sixth  grades. 

Of  course,  in  the  fourth  grade  it  is  presented  in  a  much  simpler  way, 
and  with  less  complications  in  the  plot,  than  in  the  fifth  and  sixth  grades. 
In  the  fifth  grade  its  geographical  side  may  be  emphasized,  while  in  the 
sixth  grade  the  government  is  a  very  important  feature.  Each  teacher 
may  adapt  this  work  to  suit  her  own  particular  grade  and  community, 
and  approach  the  story  in  terms  familiar  to  the  children  she  is  teaching. 


Suggestions  ">71 

Below  is  a  general  outline  of  the  life  of  George  Durant  to  be  used  in 
the  fourth,  fifth,  and  sixth  grades : 

OUTLINE  OF  THE  LIFE  OF  GEORGE  DURANT 

I.  The  people  of  Virginia  needed  more  lands. 

a.  They  followed  the  streams  toward  the  southeast. 

b.  Hunters  and  trappers  reported  this  region  to  be  rich  in  game  and  soil. 
II.  George  Durant  heard  this  and  decided  to  explore  this  country. 

a.  He  set  out  with  a  few  companions. 

6.  Description  of  the  country  through  which  they  traveled. 

c.  His  companions  selected  their  lands. 

d.  Durant  explored  this  country  for  two  years. 
III.  Durant  purchased  his  lands  from  the  Indians. 

a.  He  selected  his  land. 

6.  He  bought  it  from  Kilcokonen,  an  Indian  chief. 

c.  He  built  his  home. 

d.  He  sent  for  his  family  in  Virginia. 
IV.  Durant's  family  arrived  and  prospered. 

a.  Description  of  his  home. 
6.  The  farm  products  they  raised, 
c.  They  exported  as  well  as  imported  several  things. 
V.  Other  settlers  followed,  and  the  settlement  grew  and  prospered, 
a.  The  products  of  the  colony. 
B.  They  sold  these  to  other  colonists. 

c.  They  traded  with  England. 

d.  They  used  tobacco  for  money. 
VI.  The  settlement  named  Carolina. 

a.  King  of  England  gave  it  to  the  Lords  Proprietors. 
6.  The  Proprietors  named  it  for  King  Charles, 
c.  They  appointed  a  governor. 
VII.  Two  bad  laws  were  passed. 

a.  A  tax  on  tobacco. 

b.  The  colonists  had  to  sell  their  tobacco  to  English  merchants  alone. 

c.  They  objected  to  these  laws. 

d.  Durant  was  selected  to  make  known  this  objection  to  the  King. 
VIII.  Durant  as  leader  of  the  Albemarle  Colony. 

a.  The   Proprietors   selected    Eastchurch   for   governor   and    Miller   to 
assist  him. 

b.  Miller,  acting  in  Eastchurch's  name,  carried  his  authority  too  far. 

c.  The  colonists,  with  Durant  to  lead  them,  objected. 

d.  Sothel,  one  of  the  Proprietors,  was  sent  to  govern  the  people. 

e.  Proving  unsuitable,  he  was  banished,  leaving  Durant  as  leader  until 
another  could  be  selected. 

IX.  Durant's  last  days. 

a.  He  served  his  colony  as  a  justice  of  peace. 

In  the  oral  presentation  of  this  story  the  teacher  should  choose  her 
words  carefully,  making  each  picture  word,  such  as  "wilderness,"  stand 
out  so  prominently  that  the  children  see  the  picture  vividly,  and  as  a 
result  readily  feel  themselves  a  part  of  the  story.  Questions  thrown  out 
at  intervals  make  the  children  pay  attention,  or  they  serve  to  cheek  up 
6 


372  The  Training  School  Quarterly 

the  ideas  you  have  given  or  to  make  it  seem  a  part  of  their  own  lives. 
Whatever  the  form  of  introduction,  be  sure  that  the  concept  the  children 
have  is  a  basis  familiar  to  them  upon  which  they  may  found  the  whole 
story. 

The  people  of  Virginia,  who  had  settled  around  the  Jamestown  colony, 
selected  farms  along  the  river  banks  on  account  of  the  fertility  and  easy 
transportation.  This  is  splendid  to  be  used  for  a  basis  of  the  story  in 
the  fifth  grade,  putting  emphasis  on  the  geographical  parts  and  maps. 

The  chief  crop  of  this  Albemarle  colony  was  tobacco,  which  they 
shipped  to  England.  This  necessitated  easy  access  to  the  coast.  Travel- 
ing through  the  forests  was  extremely  difficult  and  dangerous,  so  the 
settlers  pushed  farther  and  farther  along  the  river  banks,  seeking  to  find 
good  farming  lauds  near  the  rivers.  From  the  map  of  North  Carolina 
and  Virginia  pupils  of  the  fifth  grade  quickly  see  why  the  people  came 
toward  the  southeast.  The  younger  children  appreciate  this  significance 
also  if  they  are  led  to  see  it  by  hints  from  the  teacher. 

The  trouble  the  colony  had  about  governors  would  be  excellent  for 
the  sixth  grade,  but  would  be  entirely  above  the  comprehension  of  the 
lower  grades. 

There  are  only  two  points  in  the  story  of  George  Durant  that  could  not 
be  said  of  any  other  pioneer  of  that  time.  They  are  these :  the  trouble 
about  the  governors,  and  the  purchase  of  his  lands  from  the  Indian  chief 
Kilcokonen,  who  gave  him  a  deed.  Every  Worth  Carolinian  should  know 
the  story  of  George  Durant,  but  there  are  comparatively  few  who  do 
know  it.  The  fact  that  he  owned  the  first  deed  ever  given  in  America  is 
enough  to  make  him  famous.  The  story  is  one  of  the  big,  thrilling 
pioneer  stories  that  should  not  be  allowed  to  die. 

Nannie  M.  Clapp,  '18. 

The  Plan  Used  for  the  Fourth  Grade 

The  following  is  the  plan  actually  used  in  introducing  George  Durant 
to  the  fourth  grade  at  the  Model  School: 

Teacher's  aim:  To  teach  the  story  of  George  Durant  as  a  type  of 
pioneer  life. 

Pupils'  aim :  To  find  out  who  George  Durant  was,  where  he  lived, 

and  what  he  did. 

introduction 

"What  men  have  we  learned  about  who  left  their  homes  and  came  to 
America  ?" 

The  children  answered,  "Columbus,  Ealeigh,  John  Smith,  and  Mar- 
quette."   They  also  told  the  country  from  which  each  man  came. 

"Which  one  of  those  men  tried  to  settle  North  Carolina?" 

The  children  readily  answered  that  it  was  Ealeigh,  and  one  child  tol< 
about  the  attempted  settlement,  very  briefly. 


Suggestions 


373 


"Now,  wouldn't  you  like  to  hear  about  a  man  who  was  born  in  America 
and  not  in  a  foreign  country,  and  who  did  what  Raleigh  failed  to  do?" 

Then  the  story  was  given  by  the  oral  presentation  method.  The  fol- 
lowing is  the  brief  outline  and  a  few  typical  questions  which  were  asked 
during  the  presentation  of  the  story: 


I.  Where  Durant  was  born,  and 
why  he  came  to  North  Caro- 
lina. 


II.  Explored    North    Carolina    for 
two    years    until    he    found    a 
place  for  his  home. 
III.  Built  his  house  and  furnished 
it. 


IV.  How  Durant  got  ready  to  farm, 

and    what    he    raised    on    the 

farm. 
V.  How    Durant   became   able    to 

own  a  brick  house. 
VI.  The  dress  of  the  pioneers. 

(a)   Early  life  and  later. 


VII.  Amusements  of  the  pioneers. 


VIII.  Lack  of  school  and  churches. 


IX.  The  government  of  the  early 
pioneers  and  the  later  gov- 
ernment. 


I.  What  State  were  you  born  in? 
Have  you  ever  moved  from  one 
place  to  another?  Why?  Why 
do  you  suppose  Durant  came  to 
North  Carolina? 
II.  Why  didn't  Durant  settle  down 
when  he  first  came  to  North 
Carolina? 

III.  What  kind  of  a  house  do  you 
imagine  Durant  built?  What 
kind  of  furniture  do  you  think 
he  had  in  his  house? 

IV.  What  are  some  of  the  things  you 
think  Durant  raised  on  his  farm? 

V.  What  did  Durant  do  which  made 
him  able  to  own  a  brick  house? 
VI.  How    do    you    suppose    Durant's 
children  dressed?    Why  couldn't 
they  dress  as  you  do?    But  when 
Durant  became  rich  how  do  you 
think  his  children  dressed? 
VII.  What    do    you    think    Durant's 
children  did  for  fun? 
What    pleasures     do    you    have 
which  they  did  not  have? 
VIII.  Why  couldn't  Durant's   children 
go  to  school  and  church  as  you 
do?    How  were  they  taught? 
IX.  At  first  the  pioneers  had  no  form 
of  government.     Why   did   they 
need  it  later?    In  what  way  did 
the   early  government  of  North 
Carolina    resemble    our    govern- 
ment today? 


In  teaching  the  story  of  George  Durant,  I  could  not  use  the  map, 
because  the  children  had  no  knowledge  whatever  of  maps ;  also,  because 
of  their  limited  knowledge  concerning  government,  I  could  not  take  up 
the  complicated  form  of  government,  but,  instead,  only  touched  on  it. 


HANDWORK   ACTUALLY   DONE 


Because  of  lack  of  room,  we  could  not  have  a  sand-table.  We  did 
some  hand  work,  however.  The  boys  made  a  log  cabin  of  cornstalks. 
Much  interest  was  manifested  by  all  in  this  work.     The  boys  brought 


374  The  Training  School  Quarterly 

their  tools  from  home,  and  four  boys  remained  every  afternoon  and 
worked  about  half  an  hour  until  the  cabin  was  completed.  They  also 
made  furniture  out  of  cigar  boxes.  The  girls  cut  pictures  from  maga- 
zines and  furnished  a  modern  home  by  pasting  the  pictures  on  a  9  x  12 
sheet  of  drawing  paper.  They  compared  their  work  with  the  log  cabin, 
thus  seeing  the  progress  made.  Bernie  Allen,  '18. 

Time  Study  As  a  Language  Topic  in  the  Third  Grade 

The  study  of  time  as  a  language  topic  showing  the  natural  divisions, 
old  methods  as  well  as  new  methods  of  telling  time,  proved  very  inter- 
esting to  the  children  of  the  third  grade.  This  topic,  as  we  dealt  with 
it,  naturally  divided  itself  into  four  distinct  lessons,  all  of  which  were 
purely  conversational. 

First,  we  took  up  the  divisions  of  time — the  year,  month,  week,  day, 
hour,  minute,  and  second.  Then  we  passed  on  to  the  seasons — spring, 
summer,  autumn,  and  winter.  The  children  quickly  saw  for  themselves 
these  were  natural  divisions  of  time.  They  recognized  day  and  night 
as  being  natural  divisions  also. 

In  our  second  lesson  we  brought  in  the  needs  of  telling  time,  and 

why  it  is  so  important  for  us  to  know  how  to  tell  time.     The  children 

gave  several  reasons  why  we  should  know  how  to  tell  time.    Some  of  these 

were: 

To  know  what  time  to  get  up. 

To  know  what  time  to  eat. 

To  know  what  time  to  go  to  sleep. 

To  know  what  time  to  study. 

To  know  what  time  to  go  to  catch  a  train. 

Railroad  men  should  know  how  to  tell  time  to  prevent  accidents. 

The  different  ways  of  telling  time  were  brought  out  in  our  next  lesson. 
One  of  the  first  ways  we  found  that  people  used  in  olden  times  was  by 
the  position  of  the  sun  in  the  sky.  It  was  explained  to  the  children  by 
the  teacher  why  the  sun  made  longer  shadows  in  the  early  morning  and 
late  afternoon  than  at  noon.  Another  way  was  by  the  shadow-stick. 
This  was  explained  in  the  same  way.  Next,  the  hour-glass  was  taken 
up.  There  were  two  kinds  of  hour-glasses,  one  in  which  you  used  sand 
and  in  the  other,  water.  We  made  an  hour-glass  so  that  the  children 
could  see  more  clearly  how  it  was  used.  We  made  it  of  two  ink  bottles, 
using  one  cork  for  both  bottles.  Through  this  cork  we  made  a  hole  so 
that  tbe  sand  we  used  could  run  through  very  slowly.  By  having  this 
to  show  the  children  they  seemed  to  understand  clearly  how  people  used 
to  tell  time. 

How  King  Alfred  learned  how  to  tell  time  by  candles  was  very  intei 
esting  to  the  children,  because  they  had  been  studying  about  him  in  thei 


Suggestions  375 

reading  lessons.    This  was  illustrated  by  a  candle  marked  off  with  colored 
strings  representing  hours. 

The  sun-dial  was  discussed  next.  We  made  a  sun-dial  of  pasteboard 
which  gave  the  children  a  very  clear  idea  as  to  how  time  could  be  told 
by  it.  The  children  gave  several  reasons  why  this  was  not  a  good 
method.    Some  of  these  were : 

It  did  not  give  a  chance  to  tell  time  at  night. 
Some  days  were  cloudy  and  there  were  no  shadows. 

The  conclusion  was  soon  reached  by  the  class  that  the  sun-dial  was 
not  a  good  means  of  telling  time. 

The  study  of  clocks  and  watches  was  taken  up  as  the  climax  of  the 
subject.  The  clocks  discussed  were  the  grandfather's,  cuckoo,  alarm, 
and  electric.  The  structure  of  each  of  these  was  studied.  The  teacher 
told  the  class  of  some  of  the  wonderful  clocks  of  the  world,  the  Straus- 
burg  clock  and  others.  It  was  interesting  to  hear  the  children  tell  the 
different  places  they  had  seen  clocks — in  courthouses,  churches,  depots, 
and  postoffices.  In  connection  with  clock  study  the  children  learned  to 
cut  different  kinds  of  clocks  in  their  drawing  lesson.  They  also  made 
several  clocks  out  of  cracker  boxes.  During  their  singing  period  they 
learned  a  song,  "The  Clock,"  taken  from  "Progressive  Music  Series," 
Volume  I.  This  correlative  work  in  drawing  and  singing  made  the 
work  more  interesting  for  the  children.  Different  kinds  of  watches  were 
discussed,  especially  the  watches  the  soldiers  use,  and  they  learned  why 
they  used  this  kind. 

At  the  end  of  our  study  of  time  the  children  had  accumulated  a  good 
collection  of  pictures  of  clocks  and  watches.  These  were  put  on  the  wall 
on  one  side  of  the  room.  Letha  Jabman,  '18. 

The  Story  of  Wool.   Chapter  I — Pastoral  Life 

The  study  of  Pastoral  Life  in  the  second  grade  was  taken  up  from  the 
standpoint  of  Language,  though  it  is  a  continuation  of  Primary  History 
from  the  hunting  and  fishing  stage  of  Primitive  Life. 

First,  a  review  lesson  was  given,  getting  from  the  children  how  man 
first  obtained  food  by  means  of  hunting  and  fishing,  the  obstacles  he 
grappled  with  and  his  methods  of  overcoming  them,  how  man  realized 
the  need  for  other  ways  of  maintaining  life,  after  the  resources  provided 
by  Nature  had  been  exhausted.  Here  there  was  a  discussion  of  what 
was  best  to  be  done,  resulting  in  the  decision  that  the  only  way  to  have 
food  and  clothing  was  to  raise  it.  A  discussion  of  what  animals  are 
best  for  domestication  brought  some  rather  random  guessing,  but  was 
easily  guided  into  the  right  channels.  Of  several  kinds  of  animals  which 
are  of  domestic  value  to  man,  the  sheep  was  found  to  be  a  good  type  to 
base  the  study  of  Pastoral  Life  upon,  because  of  its  clothing  value  and 
food  value. 


376  The  Training  School  Quarterly 

This  was  taken  up  from  the  viewpoint  of  Shepherd  Life.  It  was  ap- 
proached by  a  brief  discussion  of  the  value  of  wool  to  us  today :  woolen 
clothing  that  the  girls  and  boys  wear  to  school  in  winter,  dresses  and 
suits  and  coats ;  blankets  that  keep  us  warm  at  night ;  woolen  thread  or 
yarn  with  which  we  knit  sweaters  for  the  soldiers  and  for  ourselves; 
and  the  question  of  where  the  wool  comes  from  originally.  From  this 
we  passed  on  to  the  life  of  the  sheep.  As  a  teacher's  reference,  "The 
Song  of  Our  Syrian  Guest,"  by  William  Allen  Knight  (Pilgrim  Press, 
Boston),  gives  ample  and  interesting  facts  which  will  impress  the  pas- 
toral care  upon  children.  This  little  book  is  simply  a  development,  with 
practical  enlarging  explanations,  of  the  twenty-third  Psalm.  To  make 
it  definite  and  concrete,  the  work  was  taught  as  a  day  in  the  life  of  a 
shepherd : 

Outline  of  Work 

I.  Needs  of  the  sheep. 

1.  Grassy  places  for  pasturage. 

2.  Constant  change  of  pasture  in  those  days. 

3.  Good  drinking  places. 

II.  Home  of  the  shepherd  (not  touched  upon  to  any  extent). 
III.  Round  of  daily  activity. 

1.  Roaming  existence  of  the  shepherd. 

2.  Destination  always  a  drinking  place. 

o.  Kinds  of  drinking  places  found  in  pastoral  countries. 
6.  Dangers  of  drinking  places, 
c.  Method  of  watering  the  sheep. 

3.  Familiarity  of  and  confidence  of  the  sheep  in  the  6hepherd. 

4.  Constant  and  careful  watch  of  the  shepherd. 
a.  Perilous  places  in  the  mountains. 

6.  Stupidity  and  guilelessness  of  sheep. 

c.  Private  fields  and  gardens  trespassed  upon,  sheep  are  forfeited. 

d.  Wrong  paths  easy  to  take. 

(1)  Some  lead  off  a  precipice. 

(2)  Some  are  intricate  and  the  sheep  get  lost. 

5.  Affection  of  sheep  for  shepherd. 
a.  Trained  sheep. 

(1)   Wolf  gets  into  the  flock;  panic  of  sheep;  shepherd  gets  control 
of  sheep  by  shouting  like  wolf;  this  is  a  signal  for  the  sheep 
which  make  a  rush  and  thus  often  instantly  crushes  wolf. 
6.  Robbers  lurking  in  ambush  to  steal  lagging  sheep. 

6.  Shepherd's  weapons  and  staff. 

7.  Dangers  for  sheep  attended  to  by  shepherd. 
a.  Poisonous  grasses  hard  to  distinguish. 

6.  Snake  holes  in  pastures. 

c.  Mole  holes  concealing  snakes. 

d.  Holes  and  caves  in  mountain-sides. 
(1)   Wolves,  panthers,  hyenas. 

8.  Home  again! 

a.  The  sheep  fold. 

(1)  Inspection  of  the  sheep  by  the  shepherd. 

(2)  Attention  to  any  wounds. 

(3)  Watering. 

(4)  Rest  under  the  stars. 


Suggestions  377 

Pictures  were  used  throughout  this  work,  in  each  day's  recitation — 
not  from  the  formal  picture-study  standpoint,  but  pictures  (copies  of 
famous  painting's,  some  of  them  from  The  Ladies'  Home  Journal,  from 
The  Perry  Picture  Company,  Boston,  and  any  source  available)  were 
passed  about  among  the  children  for  a  brief  examination,  then  attached 
to  the  wall  in  front  of  them  and  referred  to  by  the  teacher  during  the 
recitation  whenever  it  was  deemed  appropriate. 

Questions  were  asked  concerning  one  picture  in  which  there  appeared 
a  dog.  It  was  then  "discovered"  or  decided  that  the  dog  was  a  very 
valuable  domestic  animal  for  many  reasons,  particularly  in  the  raising 
of  sheep.  The  story  of  The  Good  Shepherd  as  found  in  "For  the  Chil- 
dren's Hour"  by  Bailey  and  Lewis  depicts  vividly  and  very  beautifully 
the  inestimable  devotion  of  the  shepherd  for  the  sheep,  and  serves  as  a 
beautiful  story  with  which  to  end  the  Pastoral  phase  of  the  Study  of 
Wool.  Elizabeth  Hathaway,  '18. 

Chapter  II — Our  Woolen  Clothes 

The  story  of  our  woolen  clothes  followed  the  story  of  Pastoral  Life 
in  Language  study. 

I  introduced  this  study  by  using  the  story  of  "The  New  Red  Dress," 
taken  from  "For  the  Children's  Hour."  In  the  story  we  find  exactly 
how  wool  was  manufactured  when  our  grandmothers  were  little  girls. 
I  told  the  story  without  asking  the  children  very  many  questions. 

The  second  day  I  began  the  lesson  by  telling  the  boys  and  girls  of  the 
great  sheep  ranches  of  our  country.  I  told  them  the  different  ways  the 
sheep  are  sheared  and  how  the  wool  is  cared  for  until  it  is  carried  to  the 
great  woolen  mills.  Then  followed  the  story  of  the  wool  as  it  passes 
through  the  different  processes  of  manufacturing,  which  are  as  follows : 
After  the  wool  reaches  the  mill  it  is  carried  to  a  room,  dumped  on  the 
floor,  and  sorted.  After  it  is  sorted  it  is  carried  into  another  room,  where 
it  is  cleaned.  The  people  give  it  a  good  pounding  or  beating  which  takes 
out  some  of  the  dirt,  then  they  wash  it  well  with  lye.  This  is  called 
scouring.  When  the  wool  has  been  cleaned  it  is  carried  into  another 
room,  where  there  are  large  drums.  In  these  drums  are  cylinders  con- 
taining sharp  teeth.  After  the  wool  is  put  into  these  drums  the  cylinders 
rotate  very  fast,  and  when  the  wool  comes  out  it  is  torn  into  a  fluffy  mass. 
This  is  carried  into  a  large  room  with  a  stone  floor,  where  it  is  spread 
on  the  floor  and  by  means  of  machinery  it  is  sprinkled  with  olive  oil. 
This  is  to  make  the  wool  feel  softer. 

After  the  wool  leaves  this  large  room  it  is  carried  to  the  carding  room. 
Passing  through  the  carding  machine  it  comes  out  in  layers  called  laps. 
These  laps  are  wound  on  rollers,  where  it  is  spun  or  twisted  into  yarn. 
The  yarn  is  then  woven  into  cloth.  This  is  done  by  many  threads,  called 
the  warp  threads,  arranged  in  parallel  lines,  and  another  set  of  threads 


378  The  Training  School  Quarterly 

rapidly  woven  in  and  out  in  opposite  direction.  These  are  called  the 
ivoof  threads.  The  cloth  is  then  washed  and  pressed.  The  fuzz  that  is  on 
the  cloth  is  caused  by  passing  the  cloth  through  the  teasel  machine. 

Each  process  of  manufacturing  will  have  to  be  enlarged  upon  and 
adapted  to  suit  the  grade  in  which  it  is  taught. 

The  fourth  day  we  had  a  general  review  of  both  pastoral  life  and  the 
manufacture  of  wool.  In  the  review  I  succeeded  in  getting  the  stories 
of  each  from  the  children.  Sadie  Thompson,  '18. 

Mother  Goose  Week  in  the  First  Grade 

For  one  whole  "Mother  Goose  Week"  the  Mother  Goose  rhymes  were 
used  for  all  kinds  of  work  in  the  first  grade.  The  rhymes  were  used  in 
reading,  language,  writing,  and  for  seat  work. 

In  preparation  for  the  "Mother  Goose  Week"  both  reading  sections 
read  some  rhymes.  The  lower  section  had  the  rhymes  "Little  Boy  Blue" 
and  "Jack  and  Jill."  In  these  rhymes  they  learned  the  words,  little, 
boy,  blue,  come,  horn,  sheep,  in,  the,  meadow,  corn,  after,  asleep,  Jack, 
and,  Jill,  hill,  get,  water,  down.  They  memorized  the  rhymes,  sang  them 
and  played  them. 

In  playing  Little  Boy  Blue,  they  chose  some  one  to  be  Little  Boy  Blue, 
some  children  to  be  the  cows,  and  some  to  be  the  sheep.  Little  Boy  Blue 
lay  down  behind  the  desk.  The  sheep  and  cows  were  on  one  side  and  in 
the  front  of  the  room.  The  children  said  the  rhyme  one  at  a  time,  then 
others  were  chosen  to  play  it.  In  the  rhyme,  Jack  and  Jill,  a  little  girl 
and  boy  were  Jack  and  Jill.  They  used  the  waste  paper  basket  for  a  pail 
and  ran  across  the  room  for  going  up  the  hill.  They  said  the  rhyme  as 
they  played  it. 

In  the  higher  section  they  had  the  rhymes,  "Little  Boy  Blue,"  "Little 
Bo-Peep,"  "Jack  and  Jill,"  "Humpty  Dumpty,"  "Little  Bettie  Blue," 
"Lucky  Locket,"  and  "Baa !  Baa !  Black  Sheep."  They  memorized  these, 
and  sang  the  ones  they  knew,  which  were  "Jack  and  Jill"  and  "Baa ! 
Baa !  Black  Sheep." 

The  next  week  was  used  to  review  the  Mother  Goose  rhymes.  This 
was  called  "Mother  Goose  Week."  The  reading,  writing,  language, 
music,  and  seat  work  were  correlated  with  Mother  Goose.  In  the  reading 
they  read  Mother  Goose  rhymes  and  little  stories  connected  with  the 
rhymes  in  the  primer.  In  the  writing  lessons  they  learned  to  write  words 
taken  from  the  rhymes.  The  words  they  learned  to  write  were,  sheep, 
asleep,  Jack,  and,  Jill,  to,  get,  and,  water. 

For  seat  work  they  illustrated  the  rhymes  "Little  Boy  Blue,"  "Jack  and 
Jill,"  and  "Little  Bo-Peep"  with  paper  cutting.  The  children  learned 
a  new  song,  "Six  Little  Mice."  They  sang  this  with  the  ones  they  already 
knew,  "Baa !  Baa !  Black  Sheep"  and  "Jack  and  Jill." 


Suggestions  379 

In  the  language  work  they  asked  Mother  Goose  riddles.  Each  child 
would  say  something  that  would  suggest  a  riddle,  as,  "I  am  a  little  hoy. 
I  went  to  sleep  under  the  haystack.  Who  am  I?"  The  other  children 
would  guess  the  rhyme.    The  one  who  guessed  right  asked  the  next  riddle. 

One  day  they  had  a  game  they  called  "A  Mother  Goose  Circus."  In 
this  game  a  stage  manager  was  chosen.  He  decided  on  some  rhyme  he 
wanted  to  present  to  the  room.  He  chose  the  characters  and  gave  them 
instructions.  These  children  left  the  room  for  a  few  minutes  to  make 
all  their  preparations,  then  they  came  back  and  acted  silently  some 
rhyme  they  had  had.  In  acting  "Little  Bettie  Blue"  one  little  girl  took 
off  one  of  her  shoes  and  came  into  the  room  hopping  and  looking  all 
around.  The  other  children  guessed  it  right  at  first.  In  acting  "Little 
Bo-Peep"  a  little  girl  walked  across  the  room  with  a  crook  in  her  hand. 
She  looked  very  sad.  "Little  Boy  Blue"  and  "Jack  and  Jill"  were  acted 
in  the  same  way  as  they  were  illustrated  in  the  reading  lesson. 

When  the  children  guessed  the  rhyme,  instead  of  saying,  "It's  Jack 
and  Jill,"  they  gave  the  whole  rhyme,  "Jack  and  Jill,"  or  the  whole  of 
whatever  rhyme  they  thought  it  was.  The  child  who  guessed  the  rhyme 
was  allowed  to  be  stage  manager  for  the  next  rhyme. 

Since  "Mother  Goose  Week"  was  at  the  beginning  of  the  month,  a 
Mother  Goose  calendar  was  made.  This  was  made  by  two  of  the  girls 
teaching.  It  was  a  Crayola  drawing  of  Jack  and  Jill  going  up  the  hill. 
The  children  put  the  date  in  for  each  day. 

This  work  was  very  interesting  to  both  the  teachers  and  the  pupils. 

Louise  Ckoom,  '18. 

The  Continuation  of  Home  Building 

The  furnishing  of  the  play-house  is  now  occupying  the  attention  of 
the  first  grade,  as  a  continuation  of  the  home  building,  which  was  given 
in  the  fall  issue  of  The  Quarterly. 

The  children  and  the  student-teacher  decided  they  would  let  the  lady 
who  was  to  live  in  the  house  furnish  it.  They  concentrated  their  atten- 
tion on  her  for  a  while  and  let  the  house  alone,  as  they  wanted  to  know 
something  about  her  before  they  trusted  her  to  furnish  the  house.  A 
doll  was  presented  to  the  class  as  mistress  of  the  home,  and  they  named 
her  Katie  Gold. 

The  making  of  the  dress  for  the  lady  of  the  doll-house  was  first  taken 
up  and  made  a  most  interesting  lesson,  for  the  boys  as  well  as  the  girls. 

The  little  one-piece  dress  with  the  sleeves  and  the  dress  all  cut  together 
was  chosen  for  the  design,  because  it  was  easier  to  cut  and  make. 
Teacher  had  them  first  to  cut  the  pattern  which  we  would  use  later  in 
cutting  the  dress.  A  piece  of  paper  6x9  inches  was  given  to  each  child. 
This  was  large  enough  as  the  doll  was  very  small. 

The  teacher  first  cut  one,  and  gave  the  directions  as  she  cut,  and  when 
she  finished,  the  children  cut  theirs.    For  the  next  assignment  she  asked 


380  The  Training  School  Quarterly 

them  if  they  would  lite  to  bring  the  material  to  be  used  for  the  doll 
dress,  and  said  if  each  one  would  bring  some  cloth  she  would  have  lots  of 
different  dresses.    Most  of  them  were  eager  to  do  this. 

The  next  lesson  was  devoted  to  the  cutting  of  the  dress.  Many  of  the 
children  brought  the  goods.  Some  brought  gingham,  some  silk,  some 
percale,  and  some  thin  white  goods.  It  was  surprising  to  see  how  inter- 
ested the  boys  were  in  this.  The  teacher  also  took  some  extra  material 
in  case  there  was  some  one  who  would  not  bring  any.  Several  patterns 
were  cut  and  given  to  those  that  did  not  get  theirs  right.  The  fact  was 
brought  out  that,  if  the  pattern  was  not  perfect,  then  the  dress  would 
not  be  perfect,  and  Katie  Gold  would  never  consent  to  wear  a  dress  that 
did  not  fit. 

The  class  was  asked  to  observe  carefully  while  the  teacher  folded  the 
cloth  and  pinned  the  pattern  on  it,  seeing  that  both  the  folded  edge  of 
the  pattern  and  the  goods  were  together.  Then  the  cutting  was  begun 
by  cutting  around  the  pattern  as  directed. 

The  third  lesson,  and  most  enjoyable  of  all,  was  the  sewing  of  the 
dress,  which  was  done  in  this  way :  The  teacher  made  the  dress  slowly, 
one  step  at  a  time,  the  children  doing  each  thing  immediately  after  her. 
The  first  step  was  threading  the  needle;  second,  the  hemming  of  both 
sleeves ;  third,  sewing  the  sleeves  and  down  the  sides ;  fifth,  and  last, 
gathering  the  neck.  Then  the  dress  was  completed.  Tiny  fingers  all 
over  the  room  were  hard  at  work,  each  child  trying  to  make  his  or  hers 
the  best,  for  they  were  told  that  the  one  who  made  the  neatest  dress 
would  have  the  honor  of  letting  Katie  Gold  wear  that  one  first.  The 
teacher  was  astonished  at  the  dresses  these  little  unskilled  fingers  made, 
and  it  was  hard  to  judge  among  several  which  was  the  best. 

Now  that  they  had  Katie  Gold  all  dressed  up,  they  were  ready  to  help 
furnish  the  house. 

In  looking  over  the  doll-house  we  found  that  there  were  three  things 
needed  to  add  to  Katie  Gold's  pleasure  and  to  make  the  furnishing  of 
her  bedroom  complete.  These  were  the  rugs,  the  bed,  and  the  dresser; 
so  our  next  task  was  to  make  these.  The  chairs  and  table  had  already 
been  made. 

The  weaving  of  the  rugs  on  the  wooden  loom,  using  strips  of  white 
and  blue  cheesecloth,  was  what  was  done  first.  This  gave  the  children 
an  insight  into  a  big  industry. 

Squares  of  tow-sack  were  given  them  as  an  introduction,  and  they 
were  asked  to  pull  the  threads  and  see  how  the  material  was  made.  They 
at  once  saw  that  they  had  been  doing  work  previous  to  that  on  the  same 
principle  in  the  weaving  of  the  mats. 

After  this  introduction,  most  of  them  were  able  to  go  on  weaving  the 
rugs  with  but  very  little  help.  Several  lessons  were  needed  to  complete 
this  work,  and  it  was  surprising  and  inspiring  to  see  the  results  obtained 
in  these  rugs  by  children  so  young. 


Suggestions  381 

Our  next  work  was  the  completion  of  the  furniture  for  Katie  Gold's 
bedroom.  With  the  children's  suggestion,  the  bed  was  made  first.  This, 
they  said,  was  the  most  important,  for  she  must  have  a  place  to  sleep. 
The  bed  was  made  with  the  cream  drawing  paper  folded  into  sixteen 
squares.  The  directions  were  given,  and  the  work  was  done  step  by 
step,  first  by  the  teacher,  then  followed  by  the  children.  The  dresser 
was  made  in  the  same  way  by  using  the  sixteen-fold  paper. 

These  lessons  formed  a  good  basis  for  language  and  incidental  read- 
ing; so  our  next  lesson  grew  out  of  these. 

The  lesson  was  begun  by  asking  the  children  how  they  would  like  to 
learn  more  about  their  little  classmates.  As  many  as  would  came  up  to 
the  front  and  told  something  about  themselves.  Many  of  them  were 
anxious  to  do  this.  To  get  them  started  off  on  this,  the  teacher  first  told 
a  short  story  about  herself,  and  then  the  children  that  wished  to  told 
something  about  themselves. 

The  teacher  asked  them  if  there  was  some  one  else  that  they  would 
like  to  know  about — one  that  they  had  been  doing  so  much  for.  At  once 
they  all  responded,  "Katie  Gold." 

The  teacher  had  already  written  on  the  board,  before  the  class,  short 
sentences  concerning  Katie  Gold.  She  then  told  them  that  as  Katie 
Gold  could  not  talk  for  herself,  her  little  life  story  had  been  written 
on  the  board.     Then  they  were  asked  to  read  the  following  sentences : 

My  name  is  Katie  Gold. 

I  am  the  lady  of  the  doll-house. 

I  have  lots  of  pretty  dresses. 

The  Blues  and  Reds  made  them  for  me. 

(The  room  was  divided  into  two  sections :  the  higher  section  was  called 
the  Blues,  and  the  lower  the  Reds.) 

They  made  nice  rugs  for  my  house. 

They  made  me  a  nice  bed  to  sleep  on,  and  a  dresser  to  dress  by. 

The  little  boys  and  girls  are  so  nice  to  me. 

They  even  built  my  house. 

I  love  all  of  them. 

After  they  had  read  the  sentences  with  the  help  of  the  teacher,  a  little 

game  was  used,  so  that  they  would  get  the  new  words.     It  was  played 

this  way:  A  child  was  chosen  as  captain,  and  he  was  to  come  up  and 

say,  "I  am  thinking  of  a  sentence.     Can  you  guess  the  one  I  am  think- 

ng  of?"     The  reply  was  to  be:  "Are  you  thinking  of,  'My  name  is 

vatie  Gold'?"  pointing  to  the  sentence  as  he  or  she  read  it.     If  this 

vas  not  the  sentence,  then  the  captain  was  to  say :  "No ;  I  am  not  think- 

ng  of,  'My  name  is  Katie  Gold'  "  or,  if  it  is,  "Yes ;  I  am  thinking  of, 

My  name  is  Katie  Gold,'  "  and  so  on  the  game  goes. 

This  also  trains  them  in  sentence  making. 


382  The  Training  School  Quarterly 

My  time  having  expired,  I  bequeathed  to  my  successor  the  pleasure  of 
completing  the  furnishings  of  the  remaining  rooms  for  Katie  Gold's 
house.  Blanche  Atwater,  '18. 

Using  the  Hands  in  Teaching  Eskimo  Life 

In  my  teaching  in  the  first  grade,  for  two  weeks  much  of  my  drawing, 
construction  work,  and  language  was  in  connection  with  Eskimo  life. 

The  following  outline  shows  how  Eskimo  life  was  divided  into  differ- 
ent lessons  in  language : 

I.  Description  of  country,  animals,  and  dress. 
II.  How  the  Eskimo  lives;  what  his  home  is  like;  what  he  eats. 
III.  Transportation,  occupation,  amusements. 

I  shall  not  attempt  to  give  a  complete  report  of  what  was  done  in 
teaching  Eskimo  life  in  the  first  grade,  because  this  has  been  in  The 
Quarterly  before.  I  wish  to  emphasize  the  handwork,  that  is,  the  draw- 
ing and  construction,  that  we  did  this  year.  Before  this  the  sand-table 
has  been  used,  and  all  of  this  work  has  been  for  that. 

Each  day  in  my  language  lessons  points  were  made  clear  in  the  minds 
of  the  children  by  a  simple  sketch  on  the  board.  In  telling  them  about 
the  "Great  Northern  Lights,"  not  until  I  had  sketched  the  rays  behind 
the  great  mounds  of  snow  and  ice  was  I  able  to  make  it  clear  in  their 
minds.  Their  canoe  was  also  made  more  vivid  by  the  blackboard 
drawing. 

Most  interesting  construction  and  handwork  grew  out  of  each  day's 
lesson,  for  after  the  first  day  the  child  had  a  pretty  clear  idea  of  how  the 
Eskimo  boy  looked  dressed  in  his  fur  clothes,  and  I  had  them  cut  him  in 
two  different  positions.  The  first  was  made  very  simple  by  folding  the 
paper  in  the  middle ;  the  other,  a  little  harder  for  them,  showed  the  bone 
he  had  in  his  hand ;  but  very  good  results  were  obtained. 

After  another  day's  lesson  they  were  interested  in  making  a  home  for 
their  little  boy.  From  their  previous  language  lesson  they  had  a  good 
mental  picture  of  the  igloo,  and  I  let  them  cut  the  front  view  and  also 
the  side  view — of  course,  cutting  one  for  them  first  myself. 

Knowing  my  time  was  limited,  I  let  other  girls,  who  taught  reading 
to  one  section  at  a  time,  give,  as  seat  work  to  the  other  section,  other 
things  connected  with  Eskimos,  such  as  dogs,  sleds,  bear,  etc.  No  class 
time  was  taken  up  with  this.  Before  beginning  her  reading  lesson,  the 
girl  placed  the  object  she  had  cut  on  the  blackboard  before  them  and 
they  straightway  went  to  work  and  interfered  not  in  the  least  with  the 
reading  lesson.  Each  time,  at  the  end  of  the  lesson,  I  selected  the  best 
from  the  lot  and  kept  for  the  poster,  which  I  had  had  in  mind  all  along. 

I  mounted  the  children's  own  cuttings  on  black  paper  to  make  an 
Eskimo  village,  and  used  chalk  marks  for  the  snow  and  the  "Northern 


Suggestions  383 

Lights."  This  made  a  very  attractive  poster.  The  children  were  just 
as  interested  and  excited  over  the  poster  as  I,  and  especially  those  "who 
found  their  own  cuttings  on  it.  Mattie  Paul,  '18. 

Seeing  the  Pictures  in  a  Poem 

I  selected  the  little  poem,  "The  Fairies,"  to  teach  to  the  children  in 
the  third  grade,  because  it  is  so  rich  in  pictures  and  in  other  suggestions 
which  are  dear  to  children  that  are  still  in  the  fairy-loving  age.  The 
title  had  a  charm  for  them  because  of  their  love  for  the  fairy  tale. 

My  aim  was  to  lead  the  children  to  enjoy  and  appreciate  the  poem 
by  helping  them  to  see  the  pictures  in  it.  This  poem  is  found  in  "The 
Progressive  Road  to  Reading,"  pages  28-30.  The  author  is  William 
Allingham. 

As  I  read  the  poem  I  told  them  I  wanted  them  to  be  thinking  about 
the  pictures  they  saw  and  to  be  able  to  tell  me  some  of  them  when  I  had 
finished  reading  the  poem.  I  then  read  the  entire  poem,  then  I  asked 
several  children  to  tell  me  one  thing  they  saw.  One  child  said  he  saw 
the  old  king  sitting  up  on  the  hilltop.  Another  saw  the  Fairies  with 
red  caps  and  green  jackets  and  white  owls'  feathers.  Another  one  saw 
the  frogs  these  little  Fairies  had  for  their  watch-dogs.  After  this  I 
read  the  poem  stanza  by  stanza.     I  will  quote  only  one  stanza : 

High  on  the  hilltop 

The  old  king  sits; 
He's  now  so  old  and  gray 

He's  nigh  lost  his  wits. 
With  a  bridge  of  white  mist 

Columbkill  he  crosses, 
On  his  stately  journey 

From   Slieveleague  to   Rosses; 
Or  going  up  with  music 

On  cold  starry  nights, 
To  sup  with  the  queen 

Of  the  gay  Northern  Lights. 

These  are  the  questions  I  asked  on  this  stanza : 

Where  does  the  king  of  the  Fairies  live  ?  To  this  question  I  got  this 
response:  He  lives  up  on  the  top  of  a  high  hill.  The  old  Archaism, 
"Nigh,"  was  very  funny  to  them,  and  they  replied  that  they  thought  he 
was  so  old  he  was  almost  crazy. 

What  kind  of  bridge  did  they  cross? 
What  do  you  mean  by  Columbkill  ? 
Whom  did  the  king  visit? 
What  are  the  northern  lights? 
hey  did  not  know  what  the  northern  lights  were ;  so  I  told  them  they 
3  lights  seen  in  the  northern  sky,  but  we  don't  see  them  here  as  much 
hey  do  up  far  north  in  Eskimo  Land. 


384  The  Training  School  Quarterly 

The  questions  I  asked  on  the  other  stanzas  were  these: 

What  word  tells  us  the  size  of  these  people? 

How  do  they  dress? 

Where  else  do  some  of  these  fairies  live  except  in  the  mountain  and 
glen? 

What  do  they  live  on?  To  this  question  I  got  this  response:  They 
lived  on  crispy  pancakes,  but  they  were  not  like  the  ones  our  mothers 
make  today. 

What  did  they  have  for  their  watch-dog?  Why  was  he  called  a  watch- 
dog? 

The  fourth  stanza  tells  us  some  of  the  things  they  do,  so  I  asked  these 
questions : 

What  did  the  Fairies  plant? 

Where  did  they  plant  them? 

What  would  they  do  to  people  if  they  dig  their  plants  up?  When  I 
asked  them  if  they  would  have  dug  them  up,  they  all  said :  "No,  indeed ; 
not  for  any  thing,  because  if  we  had,  they  would  have  put  thorns  in  our 
beds  at  night." 

Why  do  people  fear  these  little  men  ?  I  got  this  response :  Because 
most  people  were  afraid  they  would  do  something  these  fairies  did  not 
like.  Another  thing  we  found  out  was  that  they  always  went  about 
together. 

After  we  had  seen  the  pictures  in  each  stanza  separately,  I  had  five 
children  to  come  up  and  read  one  stanza  each.  Then  I  read  the  poem 
again  so  as  to  be  sure  to  leave  the  right  form  before  the  children. 

The  last  five  minutes  were  taken  up  in  studying  the  pictures  in  the 
book.    This  made  it  more  real. 

The  children  as  well  as  the  teacher  seemed  to  enjoy  the  poem  very 
much.  Alice  Outland,  '18. 

A  Sentence  Book 

Although  it  is  claimed  that  grammar  is  not  taught  in  the  intermediate 
grades,  there  is  a  certain  amount  of  it  that  comes  under  the  head  of 
"Language  work."  By  the  end  of  the  fifth  grade  the  kinds  of  sentences 
and  the  different  parts  of  speech  should  have  been  mastered.  "Language 
in  the  Elementary  Schools,"  by  Leiper,  has  at  the  end  of  the  section  for 
fifth  grade  the  amount  of  technical  grammar  that  should  be  covered. 

The  teaching  of  the  sentences  comes  first.  The  teacher  should  let  the 
children  see  that  the  sentence  is  used  whenever  one  person  wishes  to  tell 
a  thing  to  another  person.  When  he  writes  it  with  his  hand,  instead  of 
telling  it  with  his  tongue,  the  eye  of  the  other  person  catches  it.  You 
must  lead  them  to  recognize  sentences  by  the  eye  before  you  can  expect 
them  to  write  them.    This  can  be  done  by  having  them  hunt  for  sentences 


Suggestions  385 

in  magazines,  newspapers,  pamphlets,  catalogues,  and  posters.  The  war 
posters  on  display  now  have  excellent  examples,  as,  "Will  you  do  your 
bit?"  "Everybody  is  Helping  "Win  the  War,"  "Women,  Save  America," 
"Economy  Will  Win  the  World,"  and  others  of  the  same  type  are  in 
abundance  everywhere,  if  the  teacher  will  only  lead  the  pupil  to  "keep 
his  eyes  open." 

After  they  can  readily  recognize  the  kinds  of  sentences,  the  children 
can  clip  simple,  short  sentences  they  find  in  print  and  they  can  have  a 
scrap-book  in  which  to  keep  them. 

The  next  step  is  leading  the  children  to  see  the  subject  and  the  predi- 
cate, the  two  parts  of  the  sentence.  The  distinction  between  the  subject 
and  the  predicate  was  vividly  shown  recently  in  a  Food  poster,  in  the 
sentence,  "Food  Will  Win  the  War."  Food  was  printed  in  red  and  the 
remainder  of  the  sentence  in  black.  A  child  who  had  learned  the  subject 
and  the  predicate  would  be  delighted  in  finding  this.  Let  the  children 
bring  clipped  sentences  to  class  and  cut  them  into  two  parts,  pasting  the 
subject  on  one  side  of  the  book  and  the  predicate  on  the  opposite.  If  a 
child  sees  sentences  or  illustrations  in  his  reading  lessons  or  books  that 
he  cannot  cut  up,  he  can  copy  these  neatly  in  the  scrap-book.  These  are 
only  type  suggestions  by  which  the  principles  of  sentence  structure  may 
be  reviewed  and  applied. 

As  they  study  each  part  of  speech  they  can  look  for  these  in  print  and 
make  collections  of  them.  Sometimes  for  busy  work  they  can  look  for 
nouns,  cut  them  out,  and  have  a  list  of  them  to  paste  in  their  scrap- 
books.     This  can  be  done,  of  course,  with  any  part  of  speech. 

Near  the  last  part  of  the  fifth  grade  it  is  well  to  check  the  pupils  up 
and  see  if  they  understand  what  they  have  been  doing.  The  making 
of  the  scrap-book  can  be  postponed  until  this  review,  and  can  be  used 
as  a  device  by  which  the  test  can  be  successfully  directed. 

The  scrap-book  can  be  easily  made  and  is  very  simple.  Heavy  card- 
board taken  from  old  tablet  backs  or  grey  drawing  paper  may  be  used 
for  the  back  and  the  white  drawing  paper  as  a  filler.  At  the  top  of 
each  page  the  name  of  the  topic  being  studied  may  be  written  and  the 
illustrations  pasted  in  neatly  beneath. 

If  the  child  is  made  to  realize  that  grammar  is  not  only  learned  in 
school  and  in  a  book  labeled  "Grammar"  or  "Language,"  but  is  in  all  his 
life,  he  will  see  the  importance  of  it,  and  it  will  then  cease  to  be  an  irk- 
some, uninteresting,  and  formal  set  of  rules  memorized  and  applied 
only  during  the  grammar  recitation  period.  He  also  takes  great  pride 
in  the  subject  when  he  has  a  grammar  book  that  he  has  made  himself. 

Bess  Tillitt.  '18. 


386  The  Training  School  Quarterly 

Some  Indoor  Games  for  the  Schoolroom 

Indoor  games  used  for  rest  between  periods  of  work  requiring  mental 
effort,  or  used  on  a  rainy-day  program,  are  good  because  they  avoid  the 
unnecessary  handling  of  books  and  pencils,  and  the  general  restlessness 
of  the  children  in  the  classroom.  They  get  "the  wiggles"  out  of  the 
children,  or,  in  other  words,  they  furnish  an  outlet  for  their  pent-up 
animal  spirits.  They  are  particularly  useful  in  grades  below  the  fourth. 
Only  five  minutes  in  the  classroom  will  wake  up  a  class — five  minutes 
of  lively  competition,  of  laughter  and  of  involuntary  interest.  What 
a  change  for  the  next  task  requiring  concentration ! 

The  timid,  shrinking  child  learns  to  take  his  turn  with  others;  the 
bold,  selfish  child  learns  that  he  may  not  monopolize  the  game  or  cheat 
the  others  out  of  their  opportunities  to  play.  Cooperation  is  the  very 
life  of  the  game. 

Below  are  suggestions  for  a  few  of  the  many  games  that  are  especially 
good  for  cooperation,  which  may  be  used  for  these  rest  periods  in  the 
primary  grades. 

Automobile  Race 

This  schoolroom  game  is  played  with  most  of  tbe  class  sitting,  and  is  a 
relay  race  between  alternate  rows.  The  first  child  in  each  alternate  row, 
at  a  signal  from  the  teacher  (or  a  child  playing  the  part  of  referee), 
leaves  his  seat  on  the  right  side,  runs  forward  around  his  seat  and  then 
to  the  rear,  completely  encircling  his  row  of  seats,  until  his  own  is  again 
reached.  As  soon  as  he  is  seated,  the  child  next  behind  him  encircles 
the  row  of  seats,  starting  to  the  front  on  his  right  side  and  running  to 
the  rear  on  the  left  side  of  the  row.  This  continues  until  the  last  child 
has  encircled  the  row  and  regains  his  seat.  The  row  wins  whose  last 
player  is  first  seated.  The  remaining  alternate  rows  then  play,  and, 
lastly,  the  two  winning  rows  may  compete  for  the  championship. 

The  interest  may  be  increased  by  making  tbe  race  between  different 
makes  of  automobiles.  The  first  child  in  each  row  chooses  the  make  of 
the  automobile  which  he  is  to  represent.  The  winning  row  then  claims 
that  his  chosen  automobile  is  the  winner 

Cat  and  Mice 

One  player  is  chosen  to  be  cat,  and  hides  behind  or  under  the  teacher's 
desk.  After  the  cat  is  hidden,  the  teacher  beckons  to  five  or  six  other 
players,  who  creep  softly  up  to  the  desk,  and  when  all  are  assembled, 
scratch  on  it  with  their  fingers,  to  represent  the  nibbling  of  mice.  As 
soon  as  the  cat  hears  this  she  scrambles  out  from  under  the  desk  and 
gives  chase  to  the  mice,  who  may  save  themselves  only  by  getting  back 
to  their  holes  (seats).  If  a  mouse  is  caught,  the  cat  changes  places  with 
him  for  the  next  round  of  the  game.  If  no  mouse  is  caught,  the  same 
cat  may  continue,  or  the  teacher  may  choose  another  at  her  discretion. 


Suggestions  387 

A  different  set  of  mice  should  be  chosen  each  time,  so  as  to  give  all 
of  the  players  an  opportunity  to  join  in  the  game. 

I  Sat,  "Stoop  !" 

This  game  is  a  variation  of  the  old  familiar  game  "Simon  says,"  but 
calls  for  much  more  activity. 

The  players  stand  at  their  seats  or  in  a  circle,  and  in  front  of  them 
the  leader  or  teacher.  The  teacher  says  quickly,  "I  say,  Stoop !"  and 
immediately  stoops  herself  and  rises  again,  somewhat  as  in  a  curtsy. 
The  players  all  imitate  the  action;  but  when  the  leader  says,  "I  say, 
Stand !"  at  the  same  time  stooping  herself,  the  players  should  remain 
standing.  Any  who  make  a  mistake  and  stoop  when  the  leader  says, 
"I  say,  Stand!"  are  out  of  the  game. 

The  Lost  Child 

The  players  are  all  seated,  with  the  exception  of  one,  who  is  sent  from 
the  room.  When  this  player  is  well  out  of  sight  and  hearing,  the  teacher 
beckons  one  of  the  players,  who  leaves  the  group  and  hides,  under  the 
teacher's  desk  or  in  some  other  place.  The  rest  of  the  players  then 
change  their  seats,  and  the  one  who  is  blinded  is  called  back  and  tries 
to  tell  which  player  is  hidden.  When  successful,  this  first  guesser  may 
be  seated  and  another  chosen  to  be  blinded.  Otherwise,  the  first  guesser 
blinds  again. 

Feathers 

All  players  stand  by  their  seats  with  their  arms  at  their  sides,  ready 
to  begin  the  game.  The  teacher  in  front  of  the  class  says,  "Chickens 
have  feathers,"  and  immediately  raises  both  arms,  and  lets  them  fall 
again.  The  players  all  imitate  the  action — that  is,  if  the  animal,  fowl, 
or  bird  has  feathers.  If  not,  the  players  stand  motionless  while  teacher 
goes  through  same  process.  The  game  continues,  one  sentence  rapidly 
following  another,  as,  "Catbirds  have  feathers,"  "Rabbits  have  feathers," 
"Dogs  have  feathers,"  etc. 

Any  pupil  who  makes  a  mistake  and  raises  his  arms  when  the  object 
does  not  have  feathers,  takes  his  seat  and  is  out  of  the  game. 

Guess  Who 

The  teacher,  standing  before  the  class,  calls  one  of  the  players  to  be 
the  guesser,  and  blindfolds  him  by  putting  her  hand  over  the  player's 
eyes.  The  teacher  then  signals  one  of  the  players  from  the  group  to 
come  and  stand  in  front  of  the  guesser,  while  he,  by  feeling  of  the  hair, 
dress,  etc.,  guesses  what  player  is  standing  before  him.  If  the  guesser 
is  successful  in  guessing  the  correct  one,  he  then  has  another  guess.  If 
'not  successful,  the  guesser  takes  his  seat  and  second  player  takes  his 
place.  Willie  Wilson,  '18. 

7 


388  The  Training  School  Quarterly 

Playground  Games 

I  am  giving  below  some  games  which  were  originated  or  adapted, 
and  tried  out  by  a  group  of  children  I  knew  before  coming  to  the  Train- 
ing School,  and  which  I  used  very  successfully  at  the  Model  School. 

I.     Plating  Indians 

(Ten  to  thirty  or  more  players') 

Select  two  children  to  be  Indians.  The  other  children  have  their 
home  marked  off  on  the  playground,  using  the  rest  of  the  playground 
as  woods.  The  children  leave  their  home  to  play  in  the  woods, 
and  are  chased  by  the  Indians.  The  first  child  that  is  caught 
is  made  prisoner  and  is  bound  to  a  tree  with  a  long  rope.  A 
knot  is  not  permitted  to  be  tied  in  the  rope,  but  the  rope  is  wound 
around  the  child  and  the  tree  so  that  the  ends  are  not  easily  found.  The 
other  children  try  to  unwind  the  rope  and  set  the  prisoner  free  without 
being  caught.  While  the  Indians  are  chasing  some  of  the  children  home, 
the  other  children  are  trying  to  set  the  prisoner  free.  If  they  are  caught, 
they  also  are  made  prisoners  and  placed  in  a  prison  near  the  tree,  and 
they  cannot  help  to  set  the  other  prisoner  free.  If  the  prisoner  is  set 
free  before  all  the  children  are  caught,  the  second  prisoner  is  bound, 
leaving  all  the  other  prisoners  in  prison;  but  if  all  the  children  are 
caught  before  the  first  prisoner  is  set  free,  the  first  two  children  that 
were  caught  are  selected  as  the  Indians  and  all  the  other  children  are 
permitted  to  return  home,  and  the  game  is  continued  as  before. 

II.     No  Bears  Out  Tonight 

(Eight  to  twenty  or  more  players) 

Select  two  children  to  be  bears.  The  other  children  have  their  home 
marked  off  on  the  playground,  using  the  rest  of  the  playground  as  woods. 
The  children  leave  their  home  to  play,  and  are  chased  by  the  bears. 
The  first  child  that  is  caught  is  placed  in  a  prison  about  fifteen  feet 
from  the  home.  The  other  children  try  to  set  the  prisoner  free,  by  get- 
ting to  the  prison  without  being  caught.  If  they  succeed  in  getting  to 
the  prison  they  cannot  be  caught  until  they  return  home.  If  all  the 
children  are  caught  before  the  first  prisoner  is  set  free,  the  first  two 
that  were  caught  are  selected  as  bears;  but  if  all  the  children  are  not 
caught,  and  the  "bears"  are  tired  out,  the  first  two  children  that  were 
made  prisoners  are  selected  as  the  bears,  and  the  game  is  continued  as 
before. 


Suggestions  389 

III.     Tap  Hand 

(Ten  to  thirty  or  more  players) 

The  children  are  divided  into  two  equal  groups  and  stationed  in 
straight  lines  opposite  each  other  about  thirty  feet  apart.  The  children 
hold  out  their  hands  with  palms  up,  while  one  child  selected  from  one 
of  the  sides  lightly  taps  each  one  of  them,  and  then  taps  one  hard.  The 
one  which  he  taps  hard  chases  the  tapper.  If  he  catches  him  before  he 
reaches  his  side,  the  chaser  claims  the  tapper  as  his  captive.  Then  the 
chaser  becomes  tapper  on  the  opposite  side.  The  object  is  to  get  all  the 
children  on  one  side. 

IV.     Sheepy 

(Five  to  thirty  or  more  players) 

Draw  a  large  ring  in  which  all  the  children  except  the  shepherd  are 
stationed.  The  shepherd  walks  forward  calling,  "Sheepy !  Sheepy !" 
while  the  children  in  the  ring,  the  sheep,  follow  behind,  answering  with 
"Baa !  Baa !"  When  the  shepherd  gets  away  from  the  ring  a  short  dis- 
tance, he  suddenly  turns  and  chases  them.  All  which  are  caught  before 
they  get  to  the  ring  have  to  help  get  the  others  out  by  reaching  into  the 
ring  and  pulling  them  out,  being  very  careful  not  to  go  into  the  ring  with 
both  feet.  After  all  are  out,  the  first  one  caught  has  to  be  shepherd; 
and  so  on. 

Below  are  some  games  which  were  also  very  successfully  used,  the 
directions  of  which  are  found  in  The  Game  Book  written  by  Bancroft : 

Stealing  Sticks. 

Poison. 

Prison  Base. 

Follow  the  Leader. 

Pretty  Girls'  Country. 

Jessie  Howaed,  '18. 

Local  Errors 

There  was  a  stranger  from  another  part  who  visited  a  certain  town 
in  Eastern  Carolina.  As  this  section  was  new  to  him,  his  ears  were 
naturally  sensitive  to  local  errors. 

Below  are  some  of  the  errors  he  heard  while  he  was  in  this  town : 

The  "Double  Negative,"  he  heard  used  on  the  street  very  often.  Some- 
body would  say,  "I  don't  think  the  train  has  come  nohow,"  or  "I  don't 
know  nothing  about  that  suffragette  business." 

The  ladies,  he  noticed,  were  very  fond  of  saying,  "have  got."  He 
would  hear  them  in  the  stores  saying:  "Well,  I  have  got  me  a  new 
spring  hat,"  or,  "I  have  got  a  new  dress." 

He  visited  the  school  one  day.  The  pupils  said  "hain't,"  "ain't," 
"tain't,"  and  "narry."     The  teacher  thought  she  was  doing  her  duty  by 


390  The  Training  School  Quarterly 

teaching  them  the  correct  usage,  "It  is  I."  She  didn't  seem  to  think 
that  it  would  be  much  better  for  them  to  say,  "It  is  me"  all  of  their 
lives,  than  to  say  "hain't,"  "ain't,"  "tain't,"  and  "narry." 

At  church  even  his  ears  were  offended.  He  noticed  that  the  preacher 
always  said,  "Between  you  and  I,"  and  "These  kind." 

He  noticed  people  used  the  wrong  tense  in  speaking.  They  would 
say,  "He  come  last  week,"  "I  takened,"  "I  seen."  But  when  he  heard 
some  one  say  "I  would  a-went,"  he  just  had  to  cover  his  ears  and  grit 
his  teeth. 

One  night  as  the  stranger  was  coming  from  the  theater  he  heard  a 
voice  behind  him  saying,  "She  certainly  sung  well."  A  soft  little  femin- 
ine voice  replied,  "Yes,  I  think  she  sung  beautiful." 

He  grew  very  tired  of  hearing  the  schoolgirls  say  "It's  been  a-being," 
"It  belongs  to  be,"  and  "How  come?"    But  they  continued  to  say  it. 

The  stranger  only   smiled   when   he  heard   somebody   saying,    "I'm 

awfully  glad  to  meet  you,  Mr.  ,"  or,  "This  is  an  awfully  pretty 

day." 

Some  would  always  leave  off  their  verb  endings.  They  would  say,  "I 
ask  you  to  come  yesterday,  but  you  didn't." 

The  newsboys  were  very  careless  in  their  speech.  They  would  say, 
"Please  buy  a  Post  from  me,  Mister.  Bill,  he  done  sold  three  this  morn- 
ing, and  I  ain't  sold  a  one." 

The  stranger  left,  but  he  long  afterwards  remembered  this  town  in 
Eastern  Carolina  where  he  heard  so  many  errors. 

Lola  May  Gurley,  '18. 

[The  two  suggestions  that  follow  are  from  the  Alumnae.  We  have  been 
hoping  the  time  would  come  when  we  could  get  suggestions  that  our  former 
students  have  actually  tested  out  for  themselves  and  have  found  successful. 
We  trust  that  these  suggestions  from  the  Alumnae  will  become  a  permanent 
feature  of  the  Quarterly. — The  Editor.] 


Fourth   Grade  Geography 

In  teaching  Part  One  of  the  Primary  Geography,  I  have  found  the 
making  of  a  geography  by  the  class  a  very  successful  device  for  the 
review  and  thorough  understanding  of  the  fundamentals  of  the  subject. 

Before  starting  the  book  I  explained  carefully  what  we  wanted  to  do, 
and  that  instead  of  "Dodge's  Primary  Geography,"  ours  would  be 
"Fourth  Grade's  Geography."  They  seemed  anxious  to  begin  the  book 
for  my  future  use  and  enjoyment. 

Beginning  with  the  first  chapter,  they  collected  pictures  of  all  different 
kinds  of  homes  from  newspapers,  magazines,  and  post-cards.  Then,  for 
the  second  chapter,  illustrations  of  villages,  towns,  and  cities,  and  in 
the  same  way  for  each  succeeding  chapter. 


Suggestions 


391 


Then  each  afternoon  four  of  the  class  were  selected  to  make  a  chapter 
or  a  part  of  a  chapter  in  the  book.  We  used  a  good  notebook,  with 
perforated  leaves,  that  could  be  easily  enlarged.  The  children  who  wrote 
well  were  honored  by  having  the  privilege  of  writing  in  the  book  just 
what  they  decided  upon,  with  suggestions  from  me,  while  the  others 
selected  and  pasted  in  the  book  the  illustrations  from  the  large  supply 
of  pictures  brought  in.  Each  one  wanted  to  write  in  the  book,  so  they 
worked  better  at  the  writing  period  to  improve  in  form  and  neatness. 

After  each  chapter  was  completed  the  class  had  the  opportunity  to  see 
the  geography. 

The  children  have  thoroughly  enjoyed  the  work,  and  I  believe  the  ideas 
are  their  own  now.  Juanita  E.  Dixon,  '11. 

An  Outline  for  Geography 

I  found  a  very  good  plan  for  teaching  Geography  suggested  to  us  last 
summer  at  the  institute  at  Chapel  Hill.  I  hesitate  in  offering  it  because 
some  one  may  have  been  using  it  already  in  or  near  Greenville.  It  really 
has  helped  me  more  than  anything  else  I  have  tried. 

I  take  it  up  in  studying  a  new  country  before  using  either  my  own 
questions  or  those  in  the  book,  and  the  pupils  seem  to  find  it  much  easier 
than  anything  else  I  have  tried.     Of  course,  this  is  just  a  suggestion. 

[To  be  filled  out  by  pupil  during  study  period — divided  according  to  ability 
of  class.] 


I.  What  Nature  has  done 


Size  and  shape 

Surface 

Coast  line 

Climate 

Rainfall  and  winds 


Surface  features 


Mountains;  Plains;  Highlands 

Rivers 

Bays;  gulfs;  lakes 

Seas;  straits 


Plants 


1.  Those  for  clothing 

2.  Those  for  shelter 

3.  Those  for  food 


D 

1.  Those  for  clothing 
Animals     J  2.  Those  for  shelter 
3.  Those  for  food 


392  The  Training  School  Quarterly 

E 
C  Ocean  currents 
Climate      J  Winds 

{  Heat  belts 

(did  not  take  this  up  much  with  fifth  grade;   I  just  let  them 
realize  there  were  such  things  from  map.) 

Minerals    { Precious 
j  Useful 

A 
II.  What  man  has  done: 

1.  Political  divisions 
World  relations        \  2.  Capitals 

3.  Chief  cities 

B 

Schools;  colleges;  noted  buildings;  churches 

(We  did  not  take  this  up  much.     I  mean  deeply.) 


r  Roads;  highways 
III.  Transportation     J  Railways 
[  By  water 

I  have  found  so  many  times  pupils  seem  to  know  only  one  way  of 
studying  Geography — it  will  be  all  text-book  matter  and  no  questions 
for  map  study,  or  all  map  study  and  no  text  study.  Many  times  pictures 
and  small  maps  are  seldom  used.  By  using  everything  at  hand  the 
pupils  usually  become  interested  in  this  study,  and  like  it. 

If  followed  too  closely,  this  outline  gets  a  little  monotonous ;  and  it 
is  better  to  use  it  sometimes  as  a  review  to  fix  information,  after  the 
teacher's  own  questions  from  text  and  much  map  study  have  brought 
this  out.    It  is  hard  to  make  this  subject  vivid  and  real  to  most  children. 

Emily  Gayle,  '14. 


Alumnae 

You,  members  of  the  Alumnse,  will  be  given  the  glad  hand  at  Com- 
mencement, even  if  it  is  not  the  festive  occasion  it  has  been  in  former 
times.  An  account  of  it  and  an  explanation  is  found  elsewhere  in  this 
number  of  The  Quarterly.  A  "simplified  commencement"  means  one 
that  has  only  the  essential  features  and  no  festivities. 

We  can  have  a  quiet,  intimate,  family  gathering.  You  can  enjoy  the 
School  and  can  learn  the  new  members  who  come  into  your  fold  at  that 
time  much  better  than  when  there  were  so  many  distractions. 

The  Alumnse  meeting  will  be  on  Saturday,  June  1. 


Some  time  ago  the  editors  of  The  Quarterly  sent  out  a  questionnaire 
to  the  members  of  the  Alumnse,  asking  for  a  number  of  things.  The 
answers  have  been  coming  in  steadily,  and  we  trust  that  before  they  stop 
we  shall  have  a  complete  record  of  the  Alumnse,  and  from  these  returns 
we  can  file  the  roll  and  keep  it  checked  up  every  year.  There  has  been 
no  regular  way  of  keeping  up  with  the  girls.  Some  of  them  are  near  by 
and  we  see  and  hear  from  them  frequently,  but  others  farther  off  we  are 
not  in  touch  with.  The  letters  and  questionnaire  were  sent  out  with  a 
double  purpose :  one  was  to  get  in  touch  with  the  girls  and  find  out  what 
kind  of  work  they  are  doing,  so  as  to  get  a  record  and  some  personal  news 
from  them;  another  was  to  get  together  enough  statistics  to  work  on  so 
that  we  can  see  exactly  what  the  girls  are  doing  and  are  getting.  In  the 
campaign  for  increasing  teachers'  salaries  it  will  be  well  to  find  out 
exactly  what  teachers  are  getting,  what  they  have  to  pay  for  board  and 
laundry,  and  to  show  what  they  are  doing,  and  what  conditions  they 
have  to  work  under.  We  have  a  fine  opportunity  to  show  up  some  inter- 
esting and  convincing  figures.  In  the  first  place,  we  wish  to  prove  that 
here  is  a  set  of  trained  teachers  who  are  scattered  all  over  the  eastern 
section  of  the  State  and  in  some  parts  of  the  western  section,  who  are 
earning  far  more  than  they  are  getting.  We  can  prove  some  things 
from  statistics.  Superintendents  can  speak  largely  for  their  own  schools, 
but  they  get  the  rest  from  hearsay  and  statistics. 


What  the  Training  School  girls  are  actually  doing  in  this  State,  and 
how  they  are  doing  it,  is  what  we  are  trying  to  find  out  from  the  Alumnse. 
We  wish  to  get  hold  of  this  so  that  we  can  speak  with  authority  and 
speak  in  facts  and  figures,  impersonally,  and  publish  it  so  that  he  who 


394  The  Training  School  Quarterly 

runs  may  read.  Where  the  girls  are  teaching,  the  kind  of  schools  they 
are  teaching  in,  the  part  they  are  taking  in  community  life,  the  part  the 
school  plays  in  the  community,  the  cost  of  living,  and  the  price  paid  and 
received  for  service  done,  are  some  of  the  things  that  we  can  find  out 
from  the  girls  who  are  teaching.  Some  of  the  girls  are  no  longer  teach- 
ing, but  they  are  doing  other  things — some  of  them  in  business,  some  of 
them  are  married.  They  are  certainly  a  part  of  life,  and  whatever  they 
are  doing  is  of  interest.  Each  one  is  filling  some  place,  and  we  want  to 
know  what. 

You  do  not  know  about  each  other;  you  have  scattered  out  over  the 
State,  and  perhaps  feel  that  what  you  are  doing  is  so  little  compared  to 
what  others  are  doing;  but  that  little  counts.  There  is  no  longer  the 
close  personal  touch  between  the  girls  there  was  when  the  Alumnae  Asso- 
ciation was  made  up  of  girls  that  knew  each  other.  You  see  new  names 
in  school  affairs,  just  as  we  in  the  School  see  new  faces ;  but  you  are  not 
strangers,  and  you  are  interested  in  what  any  Training  School  girl  is 
doing. 

As  the  School  grows  older  and  larger  we  do  not  wish  to  lose  that  family 
feeling  we  have  always  had. 


Mattie  Bright,  '14,  who  is  teaching  at  Dixie  School,  reports  a  Junior 
Red  Cross  and  a  War  Savings  Society  in  the  school.  The  pupils  have 
been  knitting  sweaters,  and  have  knitted  one  quilt.  The  school  is  well 
equipped  for  athletics. 


Mary  Bridgman,  '15,  who  is  teaching  at  her  home  in  Lake  Landing, 
reports  a  Red  Cross  Auxiliary  in  the  town.  She  was  planning  to  organize 
a  Junior  Red  Cross  in  the  school,  but  on  account  of  the  bad  weather 
and  contagious  diseases  the  school  has  been  closed  for  several  weeks. 
The  school  bought  three  fifty-dollar  Liberty  Bonds. 


Mrs.  Frank  Greathouse,  Eula  Proctor,  '12,  paid  a  flying  visit  to  the 
School  one  afternoon  in  February,  coming  over  from  Rocky  Mount  in 
an  automobile.  She  says  she  is  practicing  conservation  so  strenuously 
that  Frank  says  she  is  giving  him  seven  eatless  days  a  week.  She  is 
doing  Red  Cross  work,  and  substitutes  in  teaching  whenever  she  is 
called  on. 


Sue  Walston,  '17,  was  married  in  January  to  Edward  Pitt,  of  Tarboro. 


ALUMNiE  395 

The  friends  of  Lalla  Pritchard,  '13,  deeply  sympathize  with  her  in 
the  loss  of  her  mother. 


Rosa  Wooten,  '14,  is  teaching  at  Chicod.  She  recently  gave  an  enter- 
tainment which  was  very  successful.  Her  school  was  the  first  in  the 
county  to  have  a  "soldier  of  thrift." 


Nell  Dunn,  '16,  who  is  teaching  in  Washington,  reports  that  they  are 
making  every  effort  to  have  every  child  in  school  a  member  of  the 
Red  Cross. 


Amelia  Clarke,  '17,  has  recently  had  a  box  party  in  her  school.  She 
reports  they  have  a  good  rural  library,  and  use  it  for  reference  work 
and  reading  circle  for  the  children.  She  says  the  supervisor  has  helped 
her  greatly  through  the  group-center  teachers'  meetings. 


Allen  Gardner  and  Ophelia  O'Brian,  who  are  teaching  at  Graingers, 
report  the  following  public  entertainments :  Hallowe'en,  Christmas  tree, 
North  Carolina  Cay,  and  George  Washington's  Birthday.  They  say 
their  supervisor  helps  them  very  much,  and  they  could  not  do  without  her. 


Louise  Smaw,  '14,  who  is  teaching  at  Grifton,  reports  a  sewing  class 
in  the  school  doing  work  for  Red  Cross.  The  pupils  are  very  much 
interested  in  athletics. 


Sadie  Nichols,  '14,  is  doing  primary  work  near  Durham  County.  Her 
school  is  interested  in  War  Savings  Stamp  certificates,  and  a  committee 
is  appointed  to  sell  Thrift  Stamps. 


Emily  Gale,  '14,  who  is  teaching  sixth  grade  in  Chadbourn,  reports  a 
service  flag  in  her  school  with  29  stars  on  it.  There  is  also  a  Junior 
Red  Cross  and  War  Savings  Club  in  the  school.  They  have  basket-ball 
and  tennis  courts  and  a  good  library.  The  faculty  and  the  pupils  of 
the  High  School,  together,  subscribe  to  several  magazines,  three  leading 
State  papers,  and  their  county  papers.  From  the  use  of  these  they  are 
getting  good  results. 


396  The  Training  School  Quarterly 

Eva  Pridgen,  '16,  who  is  teaching  Primary  work  in  the  Gardnerville 
school,  says  there  is  a  Junior  Red  Cross  Auxiliary  in  the  school.  The 
school  children  have  bought  War  Saving  Stamps. 


Lucile  O'Brian,  '16,  who  has  been  teaching  in  Enon  School  near 
Oxford,  reports  a  Junior  Red  Cross  in  the  school.  The  school  has  been 
very  active  in  the  Red  Cross  work.  Lucile  is  now  teaching  at  Phoebus, 
Va.    She  went  there  the  first  of  the  year. 


Millie  Roebuck,  '15,  is  teaching  the  fifth  and  the  seventh  grades  in 
Robersonville  High  School.  She  is  doing  Red  Cross  and  Food  Con- 
servation work. 


Gelene  Ijames,  '16,  is  doing  Primary  work  at  Farmington. 


Pattie  Dowell,  '11,  is  teaching  the  first  grade  in  the  city  schools  at 
Winston-Salem.  She  takes  an  active  part  in  the  society  and  club  work. 
The  teachers  of  this  school  have  been  aiding  in  the  offices  of  the  Exemp- 
tion Board  in  filling  out  questionnaires.  They  count  this  as  valuable 
experience. 


Bettie  Spencer,  '15,  who  is  teaching  second  grade  at  her  home  in 
Washington,  says  they  are  encouraging  Red  Cross  work,  and  have  made 
some  very  attractive  scrap-books  for  the  soldiers  in  school. 


Irene  White,  '15,  writes  that  she  has  been  having  box  parties  to 
lengthen  the  school  term,  as  they  only  had  a  six  months  school.  She 
has  also  organized  a  Sunday  school  in  the  community,  which  she  teaches. 
There  was  not  one  there  before.  She  is  teaching  "Burroughs  School," 
near  Williamston. 


Emma  Brown,  '15,  writes  that  athletics  is  encouraged  in  the  school 
at  Richlands  by  having  tennis  and  basket-ball  courts,  and  by  introducing 


Alumnae  397 

playground  games.  She  says  the  literary  societies  take  an  active  part  in 
the  school  life  by  giving  entertainments  and  plays.  They  have  a  Red 
Cross  society  connected  with  the  school,  in  which  sewing  and  knitting 
is  carried  on. 


Emma  Cobb,  '14,  is  rural  supervisor  of  Edgecombe  County.     She  is 
the  first  one  to  step  from  the  actual  schoolroom  to  a  higher  place. 


Hilda  Critcher,  '12,  is  teaching  at  Conetoe.  She  has  the  fourth,  fifth, 
and  sixth  grades,  and  says  she  has  her  hands  full  with  school  work, 
Junior  Red  Cross  workers,  and  Parents'  club. 


Luella  Lancaster,  '14,  who  is  teaching  first  grade  at  Tarboro,  ST.  C, 
writes  that  the  children  are  very  enthusiastic  over  the  buying  of  Thrift 
Stamps.  In  the  High  School  they  have  a  committee  of  boys  and  girls 
who  ask  others  to  buy. 


Mattie  Cox,  '14,  has  first  and  second  grade  work  in  Eureka  graded 
schools.  They  have  been  selling  War  Saving  and  Thrift  Stamps  in 
school,  and  have  had  their  county  demonstrator  to  give  lectures  on  how 
to  conserve  food. 


Grace  Smith,  '14,  reports  that  the  boys  and  girls  of  her  school  gave 
corn  to  be  sold  for  Red  Cross  work.     Grace  is  teaching  at  Apex. 


Juanita  Dixon,  '11,  who  is  teaching  at  Winterville,  reports  that  lec- 
tures on  Food  Conservation  have  been  well  attended  and  very  effective. 


Katie  Sawyer,  '15,  is  teaching  at  Jacksontown,  near  Winterville,  the 
same  place  she  taught  at  last  year ;  but  they  had  to  increase  her  salary 
and  lengthen  the  term  in  order  to  get  her  back.  As  there  was  no  chance 
to  get  anything  from  the  county  funds,  the  people  are  paying  it  from 
their  own  purses.     She  says  some  one  has  to  do  the  one-teacher  work, 


398  The  Training  School  Quarterly 

and  she  enjoys  it;  the  only  trouble  is  that  she  sees  so  much  to  do  and 
finds  she  cannot  do  it  all.  She  has  a  Woman's  Betterment  Society  which 
meets  twice  a  month.  At  a  Hallowe'en  party  they  raised  $42.35.  She 
is  interested  in  Sunday  school  work. 


Blanche  Everett,  '14,  is  staying  at  her  home  in  Palmyra  this  winter 
and  is  keeping  house.  She  keeps  busy  doing  Red  Cross  work  and  joining 
in  all  kinds  of  community  work.  Blanche  had  charge  of  the  Alumnae 
Bazaar  which  was  held  at  the  Training  School  in  December,  on  one  of 
the  snowy,  bad  days. 


Ethel  Everett,  '16,  is  at  Peabody  College  for  Teachers  again  this  year. 


Edna  Campbell,  '12,  is  teaching  at  Murfreesboro,  Tennessee,  in  one  of 
Tennessee  Normal  Schools.  She  is  doing  critic  work  in  the  school  that 
corresponds  to  our  Model  School.  She  goes  into  Nashville  at  regular 
intervals  for  work  at  Peabody  College  for  Teachers. 


Gladys  Fleming,  '14,  is  teaching  at  Watertown,  Tennessee,  again  this 
year. 


Ruth  Davis,  '13,  is  teaching  in  Carthage,  Tennessee.  When  it  was  just 
too  late  to  get  the  item  of  news  in  the  last  issue  of  The  Quarterly,  Ruth 
dropped  in  on  us,  having  come  over  from  Washington  to  spend  the  day. 
Her  school  had  suspended  for  a  while  because  of  contagious  diseases, 
and  as  she  had  more  vacation  then  than  she  expected  at  Christmas,  she 
came  to  Washington  to  see  her  sister,  Clara.  She  and  Bettie  Spencer 
came  over  and  spent  the  day  in  Greenville. 


Mrs.  Clara  Davis  Wright,  '15,  has  a  little  boy,  Charles  Wright,  Jr., 
who  is  a  wonderful  little  fellow. 


Marguerite  Wallace  (Mrs.  Ray  Jones),  '16,  has  a  beautiful  boy. 


Alumna  399 

There  is  not  a  handsomer  boy  in  Greenville  than  the  little  son  of  Mrs. 
Cary  Warren  (Marjorie  Davis,  '12). 


Estelle  Greene,  '12,  and  Ruebelle  Forbes,  '16,  have  been  working  regu- 
larly with  the  Exemption  Board  in  Greenville. 


Gertrude  Critcher,  '14,  is  staying  in  Mrs.  Lee's  Millinery  Store.  Ger- 
trude likes  her  job,  as  she  can  stay  at  home  and  has  a  job  twelve  months 
in  the  year. 


Corinne  Bright,  '14,  is  stenographer  for  a  Greenville  concern.  She 
is  very  much  interested  in  office  work,  and  she,  too,  enjoys  getting  a 
salary  check  twelve  times  a  year. 


Susie  Morgan,  '16,  was  married  to  Captain  Roderick  Stamey  in  De- 
cember. She  is  now  at  Lawton,  Oklahoma,  where  her  husband  is  in 
camp.     She  taught  in  Farmville  until  Christmas. 


The  roll  of  girls  teaching  in  Pitt  County  is  of  goodly  length.  The 
Pitt  County  teachers'  meetings  have  so  many  of  our  girls  present  that 
it  seems  almost  as  if  it  were  a  class  at  the  Training  School.  Many  of 
those  who  did  not  graduate  from  the  School  have  attended  the  School. 
Among  those  attending  the  January  meeting  were  Elizabeth  Southerland, 
Louise  Smaw,  Ruby  Vann,  Katie  Sawyer,  Gertrude  Boney,  Viola  Gas- 
kins,  Mary  Newby  White,  Ruth  Lowder. 


School  Activities 

Dr.  B.  W.  Spilman  conducted  the  Y.  W.  C.  A.  serv- 
Y.  W.  C.  A.  ices  the  Sunday  evening  after  Thanksgiving.  He  is  one 
of  the  most  welcome  of  the  annual  visitors  of  the  Train- 
ing School.  He  chose  for  his  subject  one  which  he  thought  would  be 
most  helpful  to  Sunday  school  teachers,  and  told  the  students  that  when 
they  became  teachers  they  would  surely  be  called  upon  to  teach  Sunday 
school  classes.  His  subject  was  the  "Eye  of  the  Soul"  or  the  third  eye. 
He  said  the  eye  of  the  soul  was  the  faculty  by  which  we  see  things  in 
the  invisible  world,  and  that  this  eye  should  be  cultivated  was  the  thought 
which  he  carried  through  his  talk.  He  said  that  the  eye  of  the  soul  gave 
marvelous  charm  to  the  commonplace  things,  and  gave  flesh  and  blood 
to  the  scenes  of  the  past. 

The  talk  was  a  very  interesting  one  and  contained  many  vivid  illus- 
trations, some  of  which  were  full  of  humor,  but  a  big  thought  was  in 
each  of  these. 

Rev.  J.  M.  Shore,  while  attending  the  Methodist  Conference  here  in 
December,  preached  for  the  Y.  W.  C.  A.  on  Sunday  night,  December  5. 
He  preached  a  splendid  sermon.  Mr.  Shore  was  the  Methodist  minister 
here  when  the  Training  School  opened,  and  also  the  only  minister  here 
for  quite  a  while,  so  he  was  welcomed  back  as  an  old  friend. 

At  the  second  regular  Y.  W.  C.  A.  Sunday  evening  services  after 
Christmas,  Mr.  Meadows  gave  a  very  interesting  talk  about  his  experi- 
ences in  camp  at  Fort  Oglethorpe.  He  said  that  the  experiences  of 
camp  life  were  interesting,  strenuous,  and  sometimes  discouraging.  But 
he  considers  his  experiences  as  worth  while  and  as  of  more  value  to  him 
than  any  three  month's  training  he  had  ever  had.  He  told  many  of  the 
intimate  personal  stories  of  camp  life  which  were  very  amusing.  He 
gave  an  account  of  the  Field  Artillery,  especially  since  that  was  the 
section  to  which  he  was  assigned. 

The  Y.  W.  C.  A.  services  on  the  fourth  Sunday  evening  in  January 
were  particularly  enjoyed  because  of  a  beautiful  musical  program  and 
an  interesting  report  given  by  Miss  Graham  of  the  Conference  of  Young 
Women's  Christian  Association  Workers. 

As  introduction  to  the  musical  program,  the  enjoyment  of  the  beauti- 
ful things  in  life  was  stressed.  Miss  Hill,  who  had  charge  of  the  services, 
said  that  we  ought  to  enjoy  more  the  beautiful  things  around  us,  the 
beautiful  things  in  nature,  the  beautiful  things  in  literature,  and  the 
beautiful  music  which  we  heard.  She  then  said  that  several  popular 
and  beautiful  musical  selections  were  going  to  be  rendered  and  that  she 
hoped  the  entire  School  would  enjoy  them. 

The  program  consisted  of  the  following  numbers : 


School  Activities  401 

Instrumental  Duet — "My  Country."    By  Miss  Meade  and  Miss  Bertolet. 

Mozart — "Pastorole  Variee."    By  Miss  Meade. 

Beethoven — "Slow  Movement  from  Fifth  Symphony."  By  Misses  Bertolet 
and  Hill. 

Liszt — "Liebstraimne."     By  Miss  Bertolet. 

Handel — "He  Shall  Feed  His  Flock,"  "Come  Unto  Him."  Misses  Lula  Bal- 
lance  and  Sue  Best  Morrill. 

The  hymns  were  beautifully  sung,  the  choir  singing  the  first  stanzas 
and  the  audience  joining  in  on  the  last. 

Miss  Graham  gave  a  brief  report  of  the  conference  of  the  faculty  rep- 
resentatives from  the  Y.  W.  C.  A.  which  met  in  Greensboro  in  Febru- 
ary. Miss  Graham  was  the  representative  from  this  School.  The  leaders 
of  this  conference  were  Miss  Young,  student-secretary  of  the  South 
Atlantic  Field ;  Miss  Cady,  of  Agnes  Scott  College ;  Miss  Scales,  who 
visited  Greenville  in  the  fall  in  the  interest  of  the  Student  Friendship 
war  fund,  and  who  is  the  secretary  at  the  Normal  College,  and  Miss 
Hazlett,  student-volunteer  from  California.  Miss  Graham  said  that  the 
reports  as  to  the  results  of  the  Student  Friendship  war  fund  were  very 
gratifying.  The  chief  business  of  the  conference  was  to  discuss  the  reso- 
lutions adopted  at  a  meeting  held  at  Northfield,  Massachusetts,  in  Janu- 
ary.   These  are  as  follows : 

1.  North  American  students  mobilized  for  world  democracy,  1,200,000 
students,  three-fourths  of  all  students  in  the  normal  schools  and  colleges 
studying  in  classes  devoted  to  Bible  Study,  Mission  Study,  or  Social 
Study. 

2.  Application  of  the  principles:  (1)  to  the  individual,  (2)  to  the 
campus,  and  (3)  to  the  world. 

3.  A  sufficient  number  of  qualified  men  and  women  enlisted  for  the 
missionary  program  of  the  church. 

i.  Half  a  million  dollars  to  be  raised  for  missions. 

Miss  Graham  reported  interesting  discussions  of  all  of  these,  which, 
after  being  given  careful  consideration,  were  adopted  as  the  resolutions 
for  the  Y.  W.  C.  A.  work  in  the  North  Carolina  schools. 

On  the  following  Sunday  evening  the  Junior  Class  conducted  the 
Y.  W.  C.  A.  services.  Their  subject  was  "Happiness."  They  read 
several  poems  which  showed  how,  by  being  happy  yourself,  others  may 
be  made  happy  also. 


Miss  Edith  Fuess,  Deaconess  and  student  secretary  of  the  Methodist 
Mission  Board  of  the  South,  spent  a  few  days  here  at  the  Training 
School  during  the  month  of  January.  The  girls,  because  of  her  charm 
and  striking  personality,  enjoyed  her  stay  very  much.  She  is  a  young 
woman  greatly  interested  in  her  work  and  in  young  people. 

She  conducted  the  Y.  W.  C.  A.  services  the  Sunday  evening  she  was 
3re  and  made  a  beautiful,  appealing  talk  that  took  hold  of  the  hearts 


402  The  Training  School  Quarterly 

and  imagination  of  her  hearers.  It  was  marked  by  a  genuineness  of 
feeling  and  understanding  and  by  richness  of  suggestion.  She  began 
by  telling  a  beautiful  story  of  India — "The  Tree  and  the  Master,"  which 
illustrated  submission  to  the  master's  will.  Her  theme  was  the  living 
water,  and  the  great  need  the  world  today  has  for  Christianity.  She 
closed  with  a  strong  appeal  to  young  women  to  let  the  Master  cut  the 
channel  through  their  hearts  so  they  would  be  willing  to  give  themselves 
to  the  service  of  the  Master. 

The  special  music  of  the  evening  was  greatly  enjoyed.  It  consisted 
of  a  piano  solo,  "A  Chopin  Waltz  in  C  Minor,"  played  by  Miss  Bertolet, 
and  a  vocal  duet,  "He  Walks  With  Me  and  He  Talks  With  Me,"  by 
Misses  Lillian  Shoulars  and  Willie  Jackson. 


The  Y.  W.  C.  A.  services  on  the  Sunday  evening  of  February  11th  were 
very  interesting.  "The  Beauty  of  the  Commonplace"  was  the  thought 
which  Miss  Ray  so  beautifully  presented.  She  read  first  from  the  Scrip- 
ture, John  14,  and  called  attention  to  the  beauty  of  the  commonplace 
things  with  which  Jesus  works.  She  gave  a  short  quotation  from  George 
Eliot  which  echoed  the  scripture  lesson.  After  this  she  told  a  very  im- 
pressive story,  "The  Hunt  for  the  Beautiful,"  which  illustrated  her  point 
clearly.  Miss  Ray  has  a  rare  ability  as  a  story-teller,  and  all  the  girls 
enjoy  hearing  her. 


At  the  December  social  meeting  of  the  Y.  W.  C.  A.  an  impromptu 
program  was  given.  On  entering  the  door,  each  girl  was  asked  to  reg- 
ister, which  aroused  her  curiosity  very  much.  As  they  registered,  they 
were  checked  off  into  squads  of  eight  and  each  squad  had  to  prepare  some 
stunt  for  the  entertainment  of  the  evening.  The  miscellaneous  entertain- 
ment had  a  spontaneity  and  life  about  it  that  was  very  enjoyable.  There 
were  no  "eats"  as  the  money  appropriated  for  refreshments  was  turned 
into  a  Liberty  Loan  Bond. 


Societies 


At  the  first  regular  meeting  of  the  Lanier  Society  of  this  year  the 
marshals  were  elected.  They  were  as  follows :  Mary  Lee  Gallup,  Mary 
Tucker,  Mary  Johnston,  and  Ruby  Giles. 

The  programs  have  been  unusually  interesting. 

The  Lanier  Society  has  challenged  the  Poe  Society  for  the  Annual 
debate.  The  query :  "Resolved,  That  municipal  form  of  government  is 
better  than  city  form  of  government."  The  Poes  gladly  accepted  the 
challenge.     They  chose  the  affirmative. 


School  Activities  403 

The  marshals  for  the  Poe  Society  are:  Elsie  Hines,  Chief;  Maude 
Poole,  Katherine  Lister,  Francis  McAdams,  and  Annie  Wester. 

The  program  committee  has  given  some  very  appropriate  and  enjoy- 
able programs.  At  the  last  meeting  of  the  fall  term  Dickens'  "Christ- 
mas Carol"  was  adapted  and  given  as  a  play. 

On  February  9  a  delightful  Valentine  program  was  rendered. 


Classes  and  Athletic  Leagues 

The  Senior  class  conducted  the  Y.  W.  C.  A.  services  Sunday  night, 
November  24,  1917.  This  Thanksgiving  was  different  from  any  other 
that  we  have  seen  and  was  observed  differently.  They  thought  it  best 
to  help  get  the  girls  in  the  proper  attitude  for  the  day.  They  took  for 
their  subject,  "Thanksgiving."  The  ninety-second  Psalm,  followed  by 
a  prayer,  was  read  by  Alexa  Alford.  Sadie  Thompson  read  parts  of  the 
poem  "Thanksgiving,"  by  Alice  Carey.  This  was  followed  by  a  vocal 
solo,  "Lovely  Appear,"  by  Lula  Ballance.  Katie  Lee  Matthews  read 
"Thanksgiving  This  Year,"  taken  from  the  editorials  of  the  Ladies' 
Home  Journal.  The  poem  "Armageddon"  was  read  by  Ethel  Smith. 
A  short  paper,  "What  the  Y.  M.  C.  A.  Means  to  the  Soldiers,"  was  read 
by  Huldah  Barnes.  This  paper  consisted  of  a  few  short  extracts  from 
letters  which  had  been  received  by  girls  in  school  from  their  friends  at 
camp  and  at  the  front. 


On  the  night  of  January  19,  1918,  at  the  regular  class  meeting,  a  very 
interesting  program  was  rendered.  "Six  Greatest  Moments  of  a  Girl's 
Life"  was  dramatized.  Elizabeth  Hathaway  took  the  part  of  the  girl 
while  Mattie  Paul  played  as  her  lover.  A  camp  scene  was  given  and 
several  girls  sang  "We  Are  Tenting  Tonight."  After  this  Mutt  and  Jeff 
appeared.    The  "B"  and  "F"  classes  were  invited  to  see  this  program. 


The  program  of  North  Carolina  Day,  Friday,  December  14,  1917, 
was  given  by  the  Senior  class.  They  followed  part  of  the  excellent 
program  sent  out  by  the  State.  The  program  was  presented  in  a  very 
attractive  manner. 


On  account  of  such  extremely  cold  and  disagreeable  weather,  for  some 
time  basket-ball,  tennis,  and  walking  were  almost  impossible.  We  took 
advantage  of  the  few  agreeable  afternoons  and  a  considerable  amount 
of  practice  was  done.    Large  groups  have  been  on  the  walking  trips. 


School  News 

Doctor  Dr.  Charles  O'H.  Laughinghouse  is  greatly  missed  as 

in  Service  '  school  physician.  He  is  in  camp  at  Fort  Oglethorpe. 
Dr.  Laughinghouse  was  one  of  the  first  of  the  phy- 
sicians in  the  State  to  volunteer  for  service  soon  after  war  was  declared 
last  spring.  As  president  of  the  North  Carolina  Medical  Society,  he 
had  great  influence,  and  used  that  influence  for  getting  the  physicians 
of  the  State  aroused  so  that  they  were  ready  to  respond  to  the  call  for 
service.  He  was  held  in  reserve,  and  was  not  called  until  the  first  of  this 
year.  He  has  the  rank  of  major.  He  is  greatly  missed  both  in  the 
School  and  in  the  town.  He  has  a  very  large  practice  and  has  been 
identified  with  all  kinds  of  public  welfare  work. 

Dr.  Carl  Pace,  Dr.  Laughinghouse's  assistant,  left  last  summer  to  join 
an  ambulance  corps. 

Dr.  Noble  is  the  acting  school  physician  during  the  absence  of  Dr. 
Laughinghouse. 


All  who  have  ever  known  the  Training  School  will 

Webb-Spillman    be  greatly   interested   in   the   following   announcement 
Marriage  .  . 

which  was  received  during  the  Christmas  holidays : 

Mrs.  Calvin  Andrew  Haste  announces  the  marriage  of  her  daughter,  Johnny 
Etta  Webb,  to  Mr.  John  Barham  Spilman  on  Saturday,  the  twenty-second  of 
December,  nineteen  hundred  and  seventeen,  Edenton,  N.  C. 


Miss  Armstrong  Miss  Martha  Armstrong,  for  three  and  a  half  years 
age  a  Community  teacher  of  Home  Economics  in  this  school,  left  the  first 
Kitchen  of  February  to  take  charge  of  a  Community  Kitchen  in 

Birmingham,  Alabama,  the  second  to  be  established  in  the  South. 

Miss  Armstrong's  leaving  is  a  great  loss  to  the  School  and  to  the  town. 
She  has  been  interested  in  club  work  and  church  work.  She  was  the 
president  of  the  Greenville  chapter  of  Southern  Association  of  College 
Women,  and  has  been  the  leader  of  one  of  the  societies  in  her  church. 
She  was  chairman  of  the  Women's  work  in  Conservation  for  Pitt  County. 

The  work  in  her  department  has  been  marked  by  real  ability  and  in- 
genuity in  adapting  it  to  present  conditions.  She  was  frequently  callec 
on  to  make  talks  to  clubs  or  to  give  demonstrations.  Her  students  g( 
away  with  practical,  sensible  ideas  they  can  use  in  their  own  communi 
ties  and  homes. 


School  News  405 

The  work  Miss  Armstrong  is  doing  is  new  but  is  full  of  wonderful 
possibilities.  There  are  to  be  one  hundred  cities  in  the  United  States 
that  will  have  these  community  kitchens,  where  the  housewives  can 
come  for  suggestions,  for  lessons  in  the  various  branches  of  Household 
Economics,  and  for  advice  on  all  kinds  of  topics.  We  hope  soon  to  pub- 
lish a  full  account  of  the  work  of  the  one  in  Birmingham. 

Inducements  were  offered  Miss  Armstrong  to  stay  in  this  State,  but 
she  saw  fit  to  return  to  her  home  city. 

In  January  she  spent  a  day  in  Farmville  giving  demonstrations  and 
joining  in  with  a  group  of  workers  who  were  helping  the  women  to  study 
out  present  problems  in  Food  Conservation. 


Mrs. Carr Teacher    Mrs.  Robert  L.  Carr  who,  as  Miss  Elizabeth  Pugh, 
Economics  taught   Household   Economics  for   four   years   in  this 

school,  again  has  charge  of  this  work.  Mrs.  Carr  came 
to  the  school  in  the  second  year  and  was  the  first  one  to  establish  the 
regular  cooking  classes  and  organize  the  department  after  there  was 
equipment.  Since  she  has  been  identified  with  the  town  of  Greenville 
she  has  been  active  in  club  work  and  all  public  interests.  She  is  chair- 
man of  the  Domestic  Science  Department  of  the  Woman's  Club  of  Green- 
ville. Last  summer  the  canning  demonstrations  for  the  women  of  the 
town  were  given  at  her  home  and  under  her  supervision. 


Mr.   Meadows  returned  to   the  Training   School   at 
Returns  the  beginning  of  the  winter  term  and  resumed  his  Work. 

He  is  in  reserve  for  work  in  the  Intelligence  Depart- 
ment with  the  rank  of  first  lieutenant.  He  has  no  idea  when  he  will  be 
called  into  active  service.  He  has  given  exceedingly  interesting  accounts 
of  his  experiences  while  in  camp. 


War  Work  by  The  members  of  the  faculty  are  doing  their  part  in 

Members  of  waging  the  campaign  of  thrift,  and  their  service  ex- 

tends beyond  the  School. 

Mr.  Austin  has  made  addresses  on  War  Saving  Stamps  at  several 
schools.  On  January  28  he  went  to  Bethel  and  Grifton,  on  February  4 
to  Ayden,  and  on  February  15  to  Kinston  school. 

Mr.  Meadows  has  had  several  requests  to  make  talks,  both  on  Camp 
Life  and  War  Saving  Stamps.  He  has  visited  Simpson,  Joyner's  School, 
Cox's  School,  and  Ballard's  Cross  Roads. 


406  The  Training  School  Quarterly 

Mr.  Wilson  made  a  talk  on  "War  Saving  Stamps  at  Winterville  High 
School. 

Miss  McFadyen  is  chairman  of  the  Women's  work  in  the  Thrift 
Campaign  in  Greenville.  Under  her  leadership  the  women  have  made 
a  wonderful  start. 

President  Wright,  Mrs.  Beckwith,  and  Miss  McFadyen  are  on  the 
committee  for  the  Thrift  Campaign  in  Pitt  County. 

On  February  18  Mr.  Austin  went  to  New  Bern  where  he  met  a  group 
of  graded  school  teachers  and  discussed  the  teaching  of  Geography.  In 
the  morning  he  discussed  the  power  a  pupil  should  have  when  he  has 
finished  the  elementary  grades  and  how  to  develop  that  power,  and  later 
discussed  a  type  study. 

Mr.  Wilson  is  conducting  the  professional  study  classes  of  the  teachers 
of  Greene  County  this  year. 

Miss  Davis  is  visiting  Staton  School  on  Mondays  and  is  helping  solve 
some  of  the  typical  rural  problems  which  she  finds  there. 


Simplified  Commencement  this  year  will  be  unlike  that  of  other 

Commence-  i.    "    ...  ,  , 

ment  years.     It  will  not  be  a  festive  occasion,  with  social 

features  and  with  the  features  that  attract  the  holiday 
-crowd.  It  will  be  a  more  intimate,  a  simpler  occasion,  perhaps  a  kind 
of  love-feast  among  homefolks  and  friends  here.  The  flutter  of  ribbons 
and  chiffon,  the  whizzing  of  company  automobiles,  the  elaborate  pro- 
grams, will  be  missed,  but  there  will  be  many  compensations — the  get- 
together  feeling,  a  time  of  real  meetings  between  those  here  and  the 
home-folks  who  have  come  back  to  us — a  time  to  take  stock;  a  serious 
time,  perhaps,  but  not  a  solemn  time. 

In  keeping  with  the  times  all  the  festive  features  have  been  taken 
away  from  commencement.  Some  of  the  features  have  simply  been 
placed  at  another  time.  The  class  will  have  Class  Day  some  time  during 
the  spring,  the  Musical  will  come  earlier  also.  We  want  the  Alumna? 
to  come  home  again  and  to  enter  into  the  spirit  of  the  occasion  with  us. 

President  Wright  placed  before  the  members  of  the  class  the  question 
of  what  they  are  going  to  do  about  Commencement.  The  class  decided 
to  simplify  it.  They  decided  that  they  would  not  send  out  the  formal 
invitations  to  the  public,  as  that  would  perhaps  be  misleading.  As 
they  wished  to  send  something  out  as  a  matter  of  record,  so  that  the 
public  could  see  who  the  graduates  were,  they  decided  to  send  out  an- 
nouncements of  the  graduation  exercises  of  the  class.  They  believed  that 
it  was  in  keeping  with  the  times  to  retain  the  religious  services — have 
the  sermon.  The  question  of  the  evening  service  was  not  theirs  to  decide, 
but  the  Y.  W.  C.  A.  Cabinet  decided  to  have  this. 

The  class,  without  consulting  the  President  of  the  School,  requested 
him  to  deliver  the  address  on  the  day  of  the  graduation,  and  he  consented 

I 


School  News  407 


Sewing  for  The  interest  in  sewing  for  the  Ked  Cross  has  been 

the  Ref 

Babies 


'""'  '     tunee  very  greatly  increased  by  the  new  work,  that  of  making 


layettes  for  the  refugee  babies.  The  girls  are  taking 
the  greatest  delight  in  making  the  tiny  garments.  This  auxiliary  had 
the  money  in  hand  for  five  full  layettes  and  hopes  later  to  be  able  to 
make  more.  This  sewing  keeps  a  number  of  girls  at  work  because  sewing 
and  crocheting  can  be  done  at  the  same  time,  and  the  girl  who  hates  to 
sew  but  loves  to  crochet  can  get  her  chance  to  contribute  work. 


Red  Cross  Most  of  the  time  during  the  winter  the  sewing  for  the 

Work  Red    Cross    has    continued    regularly.      Each    Monday 

morning  the  sewing  room  is  a  busy  place.  As  many 
girls  as  can  find  a  place  at  a  machine,  or  as  a  helper  to  the  one  at  the 
machine,  are  on  hand,  and  as  one  girl  has  to  leave,  another  soon  takes 
her  place.  There  is  not  very  much  boosting  for  workers,  because  among 
so  many  girls  it  is  always  an  easy  matter  to  get  together  a  group  of 
girls  who  can  sew,  and  many  girls  with  more  zeal  than  skill  might  come 
and  work  heroically  and  only  make  work  for  the  skillful.  The  work 
has  now  become  a  steady,  regular  thing.  A  number  of  shirts  have  been 
made  during  the  winter.  When  the  material  and  patterns  for  the  baby 
clothes  were  ready  there  were  still  a  few  unfinished  shirts ;  the  girls 
looked  with  longing  eyes  away  from  the  prosaic  shirts  to  the  baby  dresses 
already  cut  out,  but  hurried  up  on  the  shirts  and  soon  had  them  finished 
so  that  they  could  spend  all  their  time  on  the  baby  clothes  when  they 
had  once  begun. 


Knitting  for  Knitting  has  been  the  favorite  pastime  of  the  girls 

here,  as  it  has  of  the  women  all  over  the  country.  "More 
wool"  has  been  the  constant  cry.  The  knitting  committee  last  fall,  while 
waiting  for  wool  to  arrive,  gave  knitting  lessons  to  all  who  applied  so 
that  when  the  wool  came  there  would  be  no  delay.  They  did  their  work 
so  well  that  there  were  more  knitters  than  there  was  work  to  give  them. 
The  Greet  ville  branch  of  the  Pitt  County  chapter  furnished  the  wool. 
The  knitting  committee  guaranteed  that  the  knitting  would  be  well  done, 
and,  when  wool  was  taken  out,  guaranteed  that  the  knitted  garments 
would  be  returned  by  a  certain  date.  The  knitters  were  divided  into 
groups  and  the  committee  into  inspectors  of  groups.  These  inspectors 
watched  faithfully  their  workers.  So  as  to  satisfy  as  nearly  as  possible 
the  demand  for  wool,  a  number  of  girls  were  given  sufficient  wool  for 
only  half  a  sweater  and  the  two  halves  were  sewed  together. 

In  addition  to  the  garments  knitted  by  the  students,  most  of  the  women 
'  in  the  faculty  have  been  knitting.     It  is  difficult  to  estimate  the  number 


408  The  Training  School  Quarterly 

of  garments  that  have  been  knitted  in  the  school,  for  many  girls  and 
teachers  have  bought  their  own  wool  and  have  knitted  for  brothers  and 
friends.  About  thirty-five  garments  have  been  knitted  by  the  students 
and  turned  in  to  the  Greenville  chapter. 


Pitt  County  The  January  meeting  of  the  teachers  of  Pitt  County 

Teachers* 

Meeting  was  held  in  the  auditorium  of  the  Training  School  on 

Saturday,  January  19.  This  meeting  was  devoted 
largely  to  the  special  problem  of  getting  ready  for  the  thrift  campaign. 
Judge  Gilbert  Stephenson  of  Winston-Salem,  who  is  giving  his  time  to 
working  for  this  cause,  made  a  strong  appeal  to  the  teachers,  making 
them  realize  the  urgent  necessity  of  this  work  and  explaining  to  them 
the  way  in  which  the  school  can  organize  to  assist  most  effectively  in 
this  work.  His  talk  was  a  veritable  inspiration,  and  every  teacher  felt 
that  this  was  one  thing  she  must  do  her  utmost  for.  Superintendent 
Underwood,  in  business  session,  later  told  the  teachers  that  he  wished 
to  say,  before  any  teacher  asked  him  how  she  was  to  do  this  and  the 
other  things  she  had  to  do,  that  she  must  do  her  part  in  the  thrift  cam- 
paign and  in  other  war  work  if  she  had  to  leave  other  things  undone. 

The  students  of  the  Training  School  and  the  faculty  attended  the 
meeting  and  heard  the  address  by  Judge  Stephenson.  Mr.  D.  M.  Clark, 
chairman  of  the  Thrift  Campaign  in  Pitt  County,  and  Mr.  Kinchen 
Cobb,  a  member  of  the  committee,  were  present  at  the  meeting. 

Dr.  Miller,  who  was  taking  the  place  temporarily  of  the  Pitt  County 
health  officer,  explained  to  the  teachers  what  they  were  to  do  in  the  health 
work.  The  new  county  demonstrator  in  Home  Economics,  Miss  Avery, 
was  introduced  to  the  teachers. 

There  was  a  full  attendance  in  spite  of  the  fact  that  the  weather  had 
not  cleared  up  and  the  roads  were  still  in  a  bad  condition. 

The  report  of  the  address  by  Judge  Stephenson  appears  elsewhere  in 
this  number  of  The  Quarterly. 


Miss  Jamison  Miss  Jamison,  whose  work  as  demonstrator  in  Home 

Women  Economics  is  so  well  known  in  North   Carolina,   and 

who  is  now  teaching  in  the  State  Normal  College,  came 
to  Greenville  at  the  invitation  of  the  Woman's  Club  of  Greenville  and 
gave  a  demonstration  and  a  talk  on  how  to  manage  war  cooking  with  the 
materials  that  had  to  be  used  and  how  to  plan  and  prepare  well-balanced 
meals  and  do  all  the  Food  Administration  is  asking  of  the  housekeepers 
The  demonstration  was  given  in  the  cooking  laboratories  of  the  Training 
School. 


School  News  409 

Miss  Jamison  made  a  practical  talk  that  made  the  women  realize 
that  the  impossible  was  not  requested  of  them.  Her  demonstration 
proved  to  them  that  the  war  food  could  be  palatable  and  attractive.  The 
ladies  were  delighted  with  some  of  the  things  she  showed  them  how  to 
make.  She  made  it  clear  to  them  that  whether  or  not  they  wished  to 
help  with  food  problems  was  going  to  have  very  little  to  do  with  the 
matter,  they  would  have  to  use  the  materials  they  could  get,  and  they 
would  be  allowed  to  have  only  certain  things.  She  showed  them  an  egg 
powder  that  could  be  used  for  cooking  instead  of  eggs.  The  biscuits 
she  made  of  the  war  flour  that  is  to  be  put  on  the  market  soon  were 
delicious. 

After  her  demonstration,  the  ladies  were  shown  some  of  the  things 
that  were  being  done  at  the  Training  School.  The  waste  for  the  three 
meals  before  the  meeting  was  shown,  all  for  each  meal  in  a  very  small 
pan.  The  soup  drained  from  all  the  plates  at  luncheon  that  day  was 
considerably  less  than  a  quart.  The  ladies  were  amazed  at  the  small 
amount  of  waste,  all  of  it  together  less  than  the  average  family  usually 
wastes.  They  were  shown  samples  of  the  soap  made  in  the  kitchen  here. 
Cake  made  according  to  the  recipe  given  elsewl  ere  in  this  number  of  The 
Quaeterly  was  served  merely  to  show  the  people  that  desserts  could  be 
served  with  little  cost.  Pickles  made  of  cucumbers  from  the  school 
garden  were  served  with  the  cake.  The  meeting  was  a  most  satisfactory 
one,  and  the  ladies  have  been  putting  into  practice  the  new  ideas  gained. 


War  Talks  At  the  regular  chapel  period  on  one  morning  of  each 

by  President  . 

Wright  week  President  Wright  gives  a  very  helpful  talk  con- 

cerning the  war  situation.  He  summarizes  the  most 
important  current  events  and  comments  on  the  significance  of  these. 
The  students  find  his  interpretations  very  interesting.  He  also  suggests 
particularly  good  articles  available  to  the  students. 


Stor  -tellin  "T:tie    Story-telling   Hour,"   from    6:30    to    7:15    on 

Wednesday  evening,  is  now  a  regular  weekly  event 
which  is  looked  forward  to  with  pleasure.  Under  the  leadership  of  Miss 
Ray,  it  promises  to  be  an  activity  of  much  benefit  as  well  as  enjoyment. 
Many  good  story  tellers  are  being  discovered.  Their  stories  are  well 
organized  and  presented  in  a  pleasing  manner  and  they  realize  the  value 
of  the  experience  gained  from  preparing  a  story  and  telling  it  before 
an  audience. 


410  The  Training  School  Quarterly 

A  Visit  from  Mr.  David  Walsh,  demonstrator  for  the  Educational 

jyian  Department  of  the  Victor  Talking  Machine  Company, 

visited  the  School  on  February  7.  By  asking  the  girls 
to  "be  little  children"  for  a  while,  and  going  through  the  rhythmical 
motions  of  a  few  simple  tunes,  he  gave  a  very  enjoyable  demonstration 
of  how  the  talking  machine  can  and  should  be  used  in  teaching  songs, 
games,  etc.,  in  the  primary  grades. 


No  Inconve-  Because  of  careful  planning  and  far-sightedness  we 

School  have  not  suffered  for  lack  of  fuel  during  the  recent  coal 

famine.  While  many  have  had  considerable  trouble 
in  getting  coal,  flour,  sugar,  etc.,  we  were  fortunate  in  having  all  these 
at  hand.     Thanks  to  careful  buying  and  Conservation ! 


Talks  by  While  the  Methodist  Conference  was  in  session  here 

Ministers  jagt  DecemDer  several  of  the  ministers  conducted  chapel 

exercises  for  us.  Each  of  the  following  ministers  made  us  very  interest- 
ing talks:  Bev.  Harry  North,  Bev.  M.  T.  Blyler,  and  Bev.  Walter 
Patten,  who  is  now  pastor  of  Jarvis  Memorial  Church. 

Mr.  Brooks  Sharp,  Y.  M.  C.  A.  worker  in  the  United  States  Army, 
while  attending  the  Conference,  made  a  very  interesting  talk  to  the 
students  and  faculty  one  afternoon  on  the  Y.  M.  C.  A.  work  in  the  can- 
tonments. 


Trips  by  the  President  Wright   attended   three   important   educa- 

President  tional  meetings  during  February.     On  February  20  he 

was  present  at  a  Conference  on  Bural  Education  held  in  Washington, 
D.  C.  On  February  21  he  attended  the  meeting  of  the  Presidents  of 
Normal  Schools  held  in  Atlantic  City;  and  on  February  22,  a  mep+l'ng 
of  the  Superintendents'  Department  of  the  National  Educational  Asso- 
ciation. 


Alumnse  The  Alumna?  Bazaar  was  held  early  in  December. 

Bazaar  Blanche  Everett  came  over  in  the  afternoon  and  took 

charge.     The  girls  were  glad  to  assist  her,  and  every  article  was  sold. 


Summer  School       The  summer  school  bulletins  were  received  some  time 
Bulletin  Out         ago  and  many  have  been  sent  out. 


School  News  411 

Visit  from  Miss  Edith  Fuess,  Deaconess  and  student  secretary 

Miss  Fuess  of  the  Methodist  Mission  Board  of  the  South,  spent  a 

few  days  here  at  the  Training  School  during  the  month  of  January. 
Her  visit  was  much  enjoyed  by  all  the  students  and  faculty. 


Christmas  Giving  Expensive  and  elaborate  Christmas  giving  was  dis- 
Abandoned  couraged  in  every  way  possible  this  year.     No  class  or 

group-presents  of  any  kind  were  given.  This  did  not  mean  that  remem- 
brances were  discouraged,  but  a  card  or  letter  served  the  same  purpose 
and  left  the  money  or  the  time  consumed  in  elaborate  things  for  the  war- 
time necessities. 


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